Students from Special Populations - Session #1 Flashcards
(116 cards)
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Title Slide
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Welcome everyone!
I’m thrilled to see each of you here to embark on this latest tutor certification training class!
We are very excited to offer this newly updated version of this course!
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Introductions
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We are going to launch into the training agenda for today’s session in a moment, but first, let’s have a round of re-introductions to one another, to establish our usual casual and comfortable discussion environment.
For your intro, please just give your name and your preferred pronouns if you so choose, the subject you are tutoring this semester and one thing you hope to gain from this training course…I’ll start…
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Training Focus
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Fantastic! It’s great to have you here! This broader class will focus on serving students who come with certain protected identities and/or certain common accessibility needs.
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Course Overview
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This session will focus specifically on how we can better work with students who come in with accessibility needs, and next session, two weeks from today, will focus on a deep dive into diversity, equity, inclusion and belonging in tutoring, a much deeper dive than we had in the DEI module from New Tutor Orientation Training.
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Syllabus and Assignment Breakdown
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Just like with the Theoretical Foundations training class that I know you have all taken, we will start with a break down of course requirements to complete certification.
Please turn to the logistical class documents (first three) in the handout packet…
…Are there any lingering questions about the various expectations for completing this course?
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Discussion Guidelines
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We are going to review the agenda in a moment, but first I want to frame our discussion in a way that will ensure that we are comfortable as we converse about some potentially sensitive topics today…
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Critical Guidelines for building that conversational foundation include…
1) recognize that I am not an accessibility expert.
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I am learning and growing with everyone else on these topics, but it is important to note that all this material was informed by our wonderful accessibility services staff - so there has been consistent guidance by true experts in the material.
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2) Be aware that certain topics related to disabilities and mental health conditions will be covered
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(Rather obviously)
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3) Of course, these can be very sensitive topics…
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As the tutor trainer for the course, I will do my best to treat them delicately and respectfully and with care
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Feel free to share your experiences with disability and/or mental health (but only if comfortable) in this space
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No one is under any obligation to share their lived experiences of these topics but to the extent that you are willing to make yourself vulnerable in discussing them, please feel free to do so…and we will all hold ourselves to a high standard of respect and confidentiality for each other in this space
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Try to use person-first language when referring to someone who has a disability
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What is person-first language?
Right! It is language that acknowledges the person before the disability they have…as with “Person who is deaf” as opposed to “deaf person”. This is a good practice in conversations about disability across all walks of life, because person-first language helps combat the connotation that people with disabilities are defined primarily by those disabilities. It recognizes that they are humans first and foremost!
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I will ask that you do not use any of the following outmoded, offensive and othering terms when referring to those with disabilities…
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And yes, that does include words like “handicapped” and “able-bodied” as both of these phrases imply that a disability is fundamentally a deficit to be somehow corrected or overcome.
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Important Note: If anyone in this discussion says anything that seems insensitive or hurtful, feel free to speak up and calmly explain the offense…
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We want to improve in these areas together, and so if I or anyone else unintentionally offend, we will simply apologize, correct ourselves and allow the discussion to flow forward harmoniously.
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If, at any point, you become uncomfortable with the discussion, feel free to step out for a moment…
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Sometimes, these topics can be triggering and we just need to step away and recalibrate or breathe. And that’s okay. You are more than welcome to step outside and decompress if necessary and rejoin us when you are ready to do so.
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Finally, as I mentioned before, we are going to prioritize confidentiality in this discussion…
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As David likes to say, what is said here stays here…only what is learned here leaves this space.
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Session Agenda
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Alright, let’s review our agenda items together for this session…we do have a lot to cover! [read each item in turn]
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Slide - Some Basic Definitions in the Accessibility Field
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Voltaire famously said “If you would discuss with me, you must first define your terms…” So we are going to start by following that advice.
As we work our way through these definitions together, please note that they and other important basic terms are given on the “Basic Definitions in Accessibility Reference Handout” - not an assignment for the course but a useful reference guide for you.
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But with out turning to those definitions or looking at that handout just yet, let’s see how many of these first basic definitions we can come up with together…
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[Review all basic definitions, asking for rough working definitions in the discussion space one at a time]
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Universal Design vs. Reasonable Accommodations Debate
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I do want to highlight these two definitions together, as they form the basis of a very contentious debate in the field of accessibility today.
The argument centers on whether accessibility departments should put their resources into the wholesale redesign of systems and spaces to comply with principles of universal design, or whether those resources should be spent on providing more staff and technology to provide more robust reasonable accommodations in spaces not already designed universally.
This debate will pop up more than once today, as it has been particularly impactful in accessibility in higher education.
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Again, there will be other key definitions for us today, that are included on the handout, but…
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…we will be introducing those as move through later modules.
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Slide- Why does accessibility matter for us as tutors?
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So why should we, as tutors, prioritize accessibility for students we work with? Isn’t that the job of the accessibility services department?
Well, unsurprisingly, making educational spaces accessible requires a lot of effort from across the full gamut of professionals in a college…and we as tutors have our role to play as well…
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And there are many reasons for us to care for student’s experiences in this area, not the least of which is that…it is a departmental commitment that we have in the Learning Commons.
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Let me direct your attention to this excerpt from our tutoring department mission statement: [read excerpt]
But beyond this department mandate/commitment as a formal decree, why should tutors strive to assist students with accessibility in particular? [allow responses]
Right! Those are all great reasons to care about this issue. Others include…
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Helps to make up for a lack of universal design on college campuses…
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As mentioned in our definitions portion, universal design is, sadly, not common, even in historically more socially progressive spaces like universities/colleges…
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Best tutoring practice…
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When we make spaces accessible for students, we maximize their comfort and learning, which, in turn, makes it easier for us to do our job of facilitating their insights and promoting more independent learning with our students…
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Enhances ease of resource use in our department, benefitting EVERYONE
What are some examples of accommodations we might make for accessibility in tutoring that would serve to ease the experience for all, regardless of ability or disability status?
Right! When we install adjustable table-tops, we allow for a wide variety of positions at which students can work with technology. And when we write clearly and legibly, we make our messages easier for most everyone to see -regardless of their personal level of vision.
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Contributes to RRCC commitment to equity/inclusion for those who identify as disabled...
For many persons with disabilities, having the disability is a core part of their identity, and where that is true, we are improving our practice of inclusion by facilitating how easily they can inhabit that identity.
We will, of course, have far more on inclusion topics in session #2 for this course.
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RRCC, as an institution, must comply with laws that require accessibility accommodations...
So not only do we have an institutional commitment to accessibility as a principle, we are legally liable if we fail to abide by federal law in this regard.
And we will learn much today about federal laws that require our accessibility compliance.
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Finally, working to make our services more accessible for all, regardless of ability, is an ethical responsibility for us...
...it simply makes us more compassionate, and justice-minded educators - I believe that's a thing to be desired in itself and for no external reason!
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Slide - Ableism and Disability Stigma in U.S. History
Now that we have key definitions and motivation for our discussion today, let's establish some critical background.
Let's dive into the topic of accessibility issues in U.S. history, their treatment by society and the law, and the extension of those phenomena into the sphere of higher education.
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Importantly, the history of how persons with disabilities have been treated/accommodated in U.S. society is very checkered...
we need to acknowledge that if we are to understand the origins of accessibility accommodations as a practice…
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* Of course, much of that history has been mired in: Ableism [read definition]
* Examples of ableist policies and attitudes go back centuries
very few accommodations for those with physical disabilities –
if they couldn’t work in factories or on farms, many would be doomed to poverty;
additionally, those who could find gainful work were forced to do so as objects of ridicule/entertainment in sideshows, like Charles Stratton here, who was known as “General Tom Thumb” in P.T. Barnum’s circus
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* Those with intellectual disabilities didn’t fair much better.
* Those with intellectual disabilities didn’t fair much better. They were written off as “feeble-minded” and many were forced into asylums, despite not having any mental illness…
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* Of course, those with mental health conditions (or those perceived to have such conditions) were similarly confined;
But these institutions, while well-meaning (with a philanthropic beginning), were underfunded, overcrowded and unregulated, all by the year 1900…
We have an example on the right of a photo from inside of Pennhurst Asylum, which was literally known as the "Pennsylvania State "School" for the Feeble-minded and Epileptic", and exemplified some of the worst treatment of residents of these institutions on offer...
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* And the Federal Government did not have clean hands on disability issues either:
the U.S. Supreme Court even ruled that the forced sterilization of those with intellectual disabilities was constitutional in "Buck v. Bell" ruling of 1927
over 6000 were sterilized in Virginia and California as a result… Shockingly, this ruling still technically stands…though no states enact such policies in the present day…”
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* Slide - Struggle for Awareness, Rights and Accommodations
So needless to say, the progress of U.S. society toward a more enlightened treatment of people with disabilities has been slow…
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Government pensions were granted for wounded veterans of the American Revolution...
This was in fact the earliest law passed expressly for the benefit of those with physical disabilities, under a series of so-called "Pension Acts" of the 1790s
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* The early 19th century saw the rise of schools for those are deaf and...
...the invention of braille, by Louis Braille, which modified an earlier form of tactile writing called "night writing", quickly became the major communication form for people with low-vision/blindness
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* Eventually, the world wars produced large masses of physically disabled veterans…
…at the same time, rises in cases of physically debilitating diseases like polio and rubella prompted heightened awareness of physical disability needs…
polio famously paralyzes the extremities of the body and rubella can ravage the brain and create lasting mental impairments
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* However, it wasn’t until 1973 that we got our first Federal law prohibiting discrimination on the basis of disability...
...as the Rehabilitation Act guaranteed equal employment opportunity in any organizations/agencies that were federally established or funded
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* Finally, in 1990, we saw the passage of the Americans with Disabilities Act
– the first comprehensive mandate of equal treatment of people with disabilities across most sectors of American society…”
And of course, the U.S. government didn't wake up one morning in 1990 and suddenly decide to make this a legislative priority...it took decades of activism (as the photos on the right here show) to push the needs of Americans with disabilities into the public consciousness.
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Slide- Video: What is the ADA?
Naturally, the ADA didn’t immediately compensate for all the disadvantage, ableism and lack of accommodation in U.S. History, but it was a monumental move in the right direction…
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* In fact, it is so significant in its implications for U.S. society and law, that we are going to do a video exercise focused solely on that act right now…
* As the video plays, go ahead and fill in the ADA video worksheet…Once the video is done, we’ll come back together and discuss the follow-up questions…” [play video]
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* “Okay, great! So what are the three definitions of disability that the ADA establishes? Examples? [allow responses]
Right!
The 1st definition is what we are mostly likely to think of with someone who has a disability - Example: Someone has hardness-of-hearing or is Deaf.
An example of the 2nd definition would be: Someone who in remission for cancer perhaps
And an example of the 3rd definition might be someone with burn scars that prejudice people against them because of how they look, even though they have no lingering impairment.
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Why does the definition need to be so broad though?
As the video mentioned, disabilities are highly variable, and even the same disability can manifest in a variety of ways.
Additionally, more people than just those who have impairments are impacted by ableism, stigma and ability-based disadvantage.
Finally, many disabilities are not visible, but still must be accommodated in a truly egalitarian society….more on this group of disabilities later
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Slide- The ADA in Higher Education: Theory vs. Practice
As mentioned before, the ADA was far from a comprehensive fix for gaps in access for U.S. residents with Disabilities
and as with so many other facets of American life, higher education institutions still play host to significant barriers to accessibility
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* These barriers are of three general types.
There are programmatic barriers – relating to academic programs and coursework. Can you all think of some examples? - Example: An instructor requires equal performance despite unequal starting ability
There are structural barriers- relating to the design of systems and spaces. Examples? Example: Accessibility services offices are difficult to find/navigate or language of accommodations request documents is complex and difficult to understand
Finally, there are social barriers - related to social and cultural factors. An example might be stigma and a lack of the feeling of belonging and inclusion in the student community.
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Even disagreements or the lack of consistency about how to accommodate those with needs can form a barrier to access...
This controversy has caused accessibility service departments to give inconsistent support, as philosophies vacillate between demanding more universal design, or robustly funding accessibility equipment and specialists…
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Slide: Disability Resources - Video: A Student Perspective
Now all the accessibility issues in higher ed that we just discussed have been documented in higher ed research, but what does that experience look like for students who have disabilities on the ground, in daily college life?
* The video we will watch now is intended to answer that exact question…how do these accessibility gaps manifest in student experience? You all can simply watch this video – there is no associated exercise…[play video]
And that video shows only a small number of the countless examples of unique challenges faced by higher ed students who have accessibility needs…
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Slide: College Accessibility Needs by the Numbers
Of course, despite all those ongoing barriers in higher ed., data shows that the population of college students with disabilities is actually increasing, up to 19% as of 2019
Also, a majority of those with disabilities do not report them to college staff or faculty
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The implication of these statistical facts is that:
a significant number of students who come to work with us will have disabilities, even if our own accessibility services department, or even the students themselves, are unaware of it
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To truly drive home the realities and context of disability needs in college communities in the U.S., we are going to do a brief data-driven exercise now…
Work with a partner for 5-10 minutes; review the data on the College Disability Data Worksheet, and discuss the two follow up questions here. Once the time is up, we’ll have a quick recap and discussion…”
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Which data points are most relevant to tutoring?
Data on usage of academic support resources is most relevant to tutoring. In total, 61% of students who reported a disability to the college went on to use academic support services. Only 51% of those who did not report a disability to the college ended up using academic support services like tutoring.
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2) Which data points are most relevant to RRCC as a higher education institution?
Data on 2 year college rates of reporting and student resource use are most relevant to RRCC as an institution. Of 2-year college students who reported a disability to the college, 45% used academic support services like tutoring. Of 2-year college students who did not report a disability to the college, only 34% used academic support services like tutoring.
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3) What are some of the factors that may account for the large numbers of students who report having had a disability in college, but not having informed the college?
Factors that may account for lack of reporting or underreporting of disabilities at college may include: on-campus stigma, lack of awareness of accessibility resources, accessibility paperwork or office locations that are not easy to find or navigate, lack of awareness of one’s own disability status, etc.
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4) What implications may this data have for our role as tutors as we strive to be facilitators of accessibility?
Many of the students we work with may not be aware of their disability status, or if they are, they may not be aware that we have resources at RRCC that can provide appropriate accommodations. There also appears to be more demand and/or need for tutoring services among students who report a disability than those who do not; a great reason to build and maintain access-oriented practices and philosophies.
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So far, we’ve seen how history, law, barriers to access in higher education, and contemporary data all have conspired to indicate a huge ongoing need for accessibility accommodations in college life…
Tutors sit at the nexus of both academic and student services, which means that in our dealings with students, we must cater to their accessibility needs in many contexts…
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This requires us to do all of the following:
o Learn about and use basic techniques for working with students who have various disabilities (whether that impacts them academically, physically, or otherwise)
o Learn about and help students with assistive technologies -again, we should not be content to have the disability access technologist be the only person in the know about these things
o Get to know and refer students to on-campus resources - we'll review the wide variety of resources we have available for these students at RRCC later on
o Strive to maintain physically accessible spaces - both in terms of equipment and space for tutoring and study
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However, it is critical to acknowledge the limits and boundaries of our role in this regard:
o WE DO NOT DIAGNOSE OR TREAT STUDENTS WITH MENTAL HEALTH CONIDTIONS OR LEARNING DISABILITIES
o NOR DO WE TREAT MEDICAL/MENTAL HEALTH CONDITIONS
o These are restrictions you’ll hear me repeat several times today…it is vital that we recognize where our duty lies and where certain needs and services extend beyond the boundaries of our qualifications and responsibility…
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Acknowledging those responsibilities and limitations, we’ll now move into our dissection of different types of need and different best tutoring practices for working with students in each category, but first…
it’s time for our first break! 5 minutes only please - much still to cover…
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Slide: Visible Disabilities - Definition and Common Types
Welcome back from break, folks! Let’s go ahead and dive into an exploration of the first group of disabilities and conditions we’ll discuss today, known as ‘visible disabilities'
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These are more or less what they sound like, and what the ADA video earlier described:
[read definition]
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The most common examples, which we will discuss in the tutoring context today would be:
o Deafness/deafness [read stat] – the key difference between capitalized/non-cap is…
that deafness with the "little d" is the status someone has who is deaf or hard of hearing, while deafness with the "Big D" is the actual self-identification as someone who is deaf
o Hardness of hearing – [read stat]
o Blindness/low-vision – [read stat]
o Motor Impairment – [read stat]
*all statistics from National Federation of the Blind, and National Institutes of Health
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Slide: Visible Disabilities - Unique College Challenges
* “Can anyone think of some examples of unique challenges posed by the college environment for students who have these sorts of visible disabilities?” [allow responses]
* “Indeed! The challenges you mentioned can all be very significant for students with conditions and disabilities like these…Other examples would include…
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o Low Expectations – of course, these impact students with all sorts of visible disabilities, but the impact on students who are deaf/hard of hearing particularly well-documented
o Scarcity of Sign-language interpreters – and other qualified experts in accessibility services field
o Seating can be problematic for students with mobility impairments – especially if students are also hard-of-hearing or low-vision
o Elevators may not be well maintained/work in older buildings – famous example at Stanford University, whose campus buildings date back to the 1890s (with few updates)
o Students who are blind may have difficulty taking notes – assistive tech and scribes can be too expensive/educators may object to allowing recordings…on that same note,
o Professors, staff or fellow students may express ableist attitudes/practices – may be more likely to be directed at those with visible disabilities; if a person is of a mind to discriminate, they will most likely do so against those they can easily identify
o Many others…as the many examples you all came up with demonstrate, this list is FAR from comprehensive…”
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Slide - Visible Disabilities and the College Experience
As with our discussion of higher ed barriers to access in general, I don’t want you to take my word for it that the student experience bears out these problems documented in research. We will instead listen to the first-hand accounts of students with visible disabilities themselves, in
* CASE STUDY EXERCISE [read instructions – give 10 minutes for group discussions]
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* Alright, all. Let’s bring it back together now, and have each group share out the facts of their specific case study…For each group, please summarize your answers to the three questions listed here…be sure to use other groups’ information to fill in the rest of the worksheet as they share out…[allow for round-robin share-out]
* Excellent work, everyone! A very insightful discussion that hopefully has gotten our wheels turning about types of visible disability needs that students may bring to tutoring sessions…Let’s talk about best practices for tutoring students who have visible disabilities of the more common types
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Slide: Tutoring Students Who Are Deaf or Hard of Hearing
So what are some best practices for tutoring students who are deaf/hard-of-hearing?” [allow responses]
* “Excellent! You’ll notice that many of those suggestions are echoed in the list of practices we like to recommend. The list includes…
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o Not shouting when speaking with the student – calls possibly unwanted attention to the disability, can be distracting and disruptive in the tutoring space; instead, keep mouth visible and position facing toward student, as many students who are hard of hearing can read lips/mouth motions
o Not pretending to understand when you don’t – students will likely be less offended if you ask them to repeat the message than if you talk past them because you truly didn’t understand it…
o Use visual cues to get the student’s attention – so long the cue is gentle and not too abrupt or bombastic, it’s okay to wave or tap on the table…
o If the student is using a sign-language interpreter – [read all recommendations] …these recommendations were provided by our expert in accessibility services on ASL and sign-language interpretation, by the way… [read all items-comment]
o Relax and be patient – finally, it’s important for you to be yourself if the student is to feel truly included in the session and in the community of students seeking tutoring…And of course, students likely won’t take any offense if you ask them how they would like you to proceed with the session, and what would work best for them…”
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Slide: Tutoring Students Who are Blind/Have Low-Vision
* “How about some best tutoring practices for students who are blind/have vision impairments? [allow responses]
* Again, all very well-considered suggestions! We recommend the following tips for helping students who are blind or low-vision:
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o Immediately identify yourself when you begin/announce when you step away – make full use of the hearing sense so many who are blind or low vision depend on, to avoid startling students or leaving them in an embarrassing position, like speaking to the air…
o Never pet/feed/call service animals without asking – risks confusing the service animal or distracting them when they are there for the benefit of the person who has the disability
o Ask first before you shake hands – again, the idea is to avoid startling or embarrassing students
o Ask before guiding – never pull by the arm or a student’s cane, as this can even be dangerous…
o If asked to provide guidance, offer your arm and alert the student to potential physical obstacles – fairly common sensical point here…
o Relax and be yourself – again, inclusion depends on not feeling “othered” or too explicitly “catered-to”; recognize you don’t need to walk on egg-shells with casual figurative references to seeing/sight; “you see what I mean” will likely be taken in the intended context…
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Slide: Tutoring Students Who Have Physical Impairments
* “Lastly, what are some things that we can do to best work with students who have motor or other physical impairments? [allow responses]
* Indeed! Once again, some very considerate recommendations. Others would include…
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o Keep space clear of obstacles – we have coat-racks, lockers for personal items
o Sit at eye-level of students, esp. in wheelchairs – this is likely to be your tutoring posture anyway, as it fosters a sense of equality and dialogue
o Avoid leaning over student’s wheelchair, touching or moving mobility devices without asking first – best to treat assistive technologies as extensions of the individual’s body, which is often the relationship these students will have to those devices
o Shake prosthetic hands – again, often regarded as extensions of the body
o Maintain good eye contact with a student who has a cosmetic disfigurement – focusing on the disfigurement itself may signal that you are preoccupied or distracted, and the student may themselves harbor self-consciousness and feel othered by the extreme focus on their disfigurement
o Relax and be yourself - again, inclusion depends on not feeling “othered” or too explicitly “catered-to”; recognize you don’t need to walk on egg-shells with casual, figurative references that include words associated with mobility; “running over time” will likely be taken in the intended context…
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* Alright! Wonderful food for thought as it regards students from each group of common visible disability.
Next, we’ll discuss some of the most common types of non-visible disabilities students may be presenting with, but first…time for our second short break” (again, 5 minutes please)
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Slide: Introduction to Non-Visible Disabilities
* “Alright everyone, so we are going to go ahead and move into the next module. This one concerns working with students who may have non-visible disabilities.
* This group of disabilities has an intuitive definition, much like the last group: [read definition]
* Common examples include [read list and all stats]
* For the remainder of the training, we will focus exclusively on Learning Disabilities and mental health challenges/crises
* You’ll notice that a minute ago I used the phrase “working with students who ‘may have’ non-visible disabilities. I’d like to stress the “may have” due to the fact that 1) this group of disabilities is defined as [read definition] and also that 2) WE AS TUTORS DO NOT EVER DIAGNOSE LEARNING DISABILITIES OR MENTAL HEALTH DISORDERS.”
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Slide: Non-Visible Disabilities: Learning Disabilities
* “So first, we’ll look more deeply at learning disabilities. These are defined by the Learning Disabilities Association of America as [read definition]
* The first of the common examples you will likely have heard of: we have dyslexia with a prevalence of [read stat]. The other two in among the three most common types in U.S. would be Dysgraphia and Dyscalculia. We’ll get into defining/exploring all three in more detail shortly.
* Importantly, LDs (as we’ll call them) do not include ADHD (Attention Deficit Hyperactivity Disorder) or Intellectual Disabilities, which impact a person’s general level of intelligence
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Slide: Learning Disabilities: True or False?
* “Alright, let’s have a little pop quiz! As with all my pop quizzes, you’ll see that this one is VERY HIGH STAKES!!! (Only kidding…it’s okay if you don’t yet know that answers for these true/false questions…we’re merely trying to get a feel for our own background knowledge on LDS…)
* [read and allow responses for all answers]
* Okay, great job all! You have strong overall intuition on this topic already! Out of curiosity, did any of the answers surprise anyone or run contrary to your preconceptions about LDs?”
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Slide: LDs – Stigma, Self-Disclosure & Student Success
* “Now that we have grappled with what may be some of our own misconceptions about LDs with the pop quiz, it’s important to acknowledge how widespread some of those misconceptions can be in society, and college campuses are no exception.
* Students with LDs face on-campus stigma (here defined as [read definition])
* Resources for students, even for those who have overcome their own concerns about stigma, may be difficult to locate or apply for – [read evidence from NCLD about the difficulty]
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* Ultimately, whether it’s due to a lack of willingness to disclose learning disabilities or a lack of ability to report them, around 1 in 20 students with LDs do not notify their colleges
* This takes a huge toll on student success [read stat from NCLD)
* But by understanding and catering to this group of needs, we as tutors can help close gaps in information, inclusion, accommodation. Process begins with raising our own awareness…”
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Slide: Dyslexia – Definition, Signs & Symptoms
* “We’ll begin with dyslexia. It is defined, for our purposes, as [have someone read definition]
* Importantly, a common misconception is that dyslexia is merely the reversal of letters/words while reading – in fact dyslexia can manifest across a broad range of symptoms/experiences
* How can we tell if a student may be showing signs of dyslexia? Any ideas? [allow responses]
* Great ideas! Let’s look at some of the official signs/symptoms…
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o Read slowly/arduously – Of course this is not enough to raise the question about whether someone has dyslexia, but dyslexia often will not appear without this…
o Experience Decoding Errors – Linguistic decoding is the process by the which the brain comprehends the content of language, spoken or written. The reversal of letters/words while reading is a decoding error; again, not the only sign, but a telling one…
o Decode conventional words more easily than made up words – elementary educators will often employ nonsense word reading exercises to help identify children who may struggle with dyslexia
o Show a wide disparity between listening and reading comprehension – when much more energy is devoted to decoding while reading than while listening, this can be key sign of dyslexia
o Have trouble with spelling or handwriting – as with the first item in this list, it’s not telling on its own, but often appears in the matrix of signs with many others
o Exhibit difficulty recalling words they know/have used before – my sister (in a lifelong struggle with dyslexia) has always shown real difficulty in this area…
o Substitute one sight word for another – what’s a sight word? [allow responses] Right, these are words that are easily recognized by mere “sight”, as opposed to sounding them out. Substitution of He/The while writing/reading aloud is a very common one for people who have dyslexia, given the extreme similarity of letters/order in these words
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Of course, students displaying signs of dyslexia may be more obvious in the writing or language tutoring sessions, but...
...it can even be witnessed as they struggle to read/process/comprehend word problems….”
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Slide: Dyslexia Exercise
* “So we are going to do an exercise now that is a bit controversial – the aim is to simulate one of the possible dyslexic experiences of reading text for those who do not have dyslexia.
My disclaimer is this: this is not a comprehensive look at what dyslexia is like, and by most accounts even fails to mimic the specific experience it exemplifies in all its detail. However, I want you to focus primarily on how the exercise makes you feel, rather than the exact nature of what you are seeing…with that out of the way, let’s begin…” [perform exercise of 30 seconds with 5 minutes to answer reflection questions
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Slide: Tutoring Students Who May have Dyslexia
* “ Once more, I stress MAY have, because….[let trainees finish the sentence]…we do not diagnose learning disabilities, so unless a student self-discloses to us, we can’t always know!
* But what are some best practices we can employ to effectively help students in this camp?
[allow responses]; terrific ideas! Some practices we recommend are…
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o Keep your level of volume to a minimum as students perform linguistic tasks – more concentration to comprehend language means more focus is necessary
o Utilize verbal instructions. Examples? [allow responses] – right! Another good example would be steering students toward synchronous online writing tutoring…
o When you must write something out, use large print/big spaces – common sense
o Don’t get caught up on student spelling – maybe mention it if you see a pattern with the same word, but obsessing over it will risk demoralizing students with dyslexia
o Use multi-sensory tutoring materials that target all learning styles – this is almost always a good idea no matter what
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o Encourage the use of text-to-speech assistive tech – We’ll talk more about free options that students have through RRCC AS later on
o Teach students to use logic rather than remote memory – recalling memorized formulas requires the processing of linguistic symbols…students with dyslexia often work better by practicing/applying the logic behind formulas, rather than memorizing them
o Use visual imagery to model ideas in word problems/outlines – again, a good practice for helping anyone comprehend, disability or no
o Chunk materials (think back to scaffolding from Theoretical Foundations) – especially linguistic info…it will avoid overwhelming student
o Give plenty of time for students to read text if reading is necessary – again, with students who have dyslexia, longer wait times for processing language are to be expected, and we need to respect that by practicing patience”
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Slide: Dysgraphia – Definition, Signs & Symptoms
* “Alright! So we all probably went into the discussion of dyslexia with some basic idea about its definition. But what about dysgraphia? How should we define that? [allow responses]
* Right! All very close to the official definition we’ll use, which is: [have someone read definition]
* So a fairly straight-forward definition, but it’s clearly set apart from dyslexia. So what are some signs a student shows to indicate they might have dysgraphia? [allow responses]
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* Those are some valuable suggestions for sure! Things we would recommend include:
o Suggest that the student write w/ word processor exclusively or speech-to-text technology – Minimizing handwritten work components; again, more on freely available tech for students later…
o Do NOT chastise students for “sloppy” handwriting – needless to say, scolding has rarely motivated anyone, let alone someone with an LD and the self-concept challenges that entails…
o Focus on verbal, rather than written, instructions – Same examples we mentioned for working with those who may have dyslexia would apply here…
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o Consider allowing the student to record sessions – minimizing note-taking needs; as they may struggle to interpret their own handwriting in notes taken
o Provide
notes/handouts/outlines/templates – shameless plug for handouts by CPZ!
o Reduce writing aspects of the work – provide pre-printed word problems, for example
o Encourage the student to use wide-rule and/or graph paper – provides more space and guidance on the page where handwriting is necessary
o Provide alternatives to written examples – consider showing students videos that explain concepts visually…maybe show artist’s rendering of interacting organelles in a cell instead of listing them and verbally describing their relationships
o If the student must write something by hand, provide ample time/patience for them to do so – just as with dyslexia, patience is a paramount virtue, especially when student work in this context is labored/time-consuming
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* As with dyslexia, dysgraphia is perhaps more likely to manifest in a writing/English tutoring session,
...but it can certainly still impact students who have it in their math coursework…”
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Slide: Dyscalculia – Definitions, Signs & Symptoms
* “ Speaking of math coursework, let’s talk about the last of the big three common LDs we’ll discuss today: Dyscalculia. Anyone have a notion as to the definition? [allow responses]
* Great! Yes, very similar to the definition we will use for training purposes today: [have someone read definition]
* So what may be some of the signs that a student might show if they struggle with dyscalculia? [allow responses]
* Right. These are all things we might see…others, if presenting as an established pattern, include:
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o Performing calculations slowly/arduously
o Showing difficulty understanding foundation concepts in arithmetic – Example might be if a student consistently struggles with direction of movement along number lines
o Having difficulty understanding how to model word problems – these would tend to be simpler word problems, like setting up a sum or difference based on key phrases like “less than” or “altogether…”, as almost everyone struggles with modeling word problems at higher levels of math, at least at first…
o Having difficulty sequencing information/events –struggling to manage their own schedule due to difficulty with numbers involved in dates
o Mixing up or missing steps that are necessary for operations – they may show a consistent pattern of mixing up steps in PEMDAS, for example…
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o Being challenged by calculating change or handling money – in this sense, opting to explain by appealing to financial examples may not be as helpful as usual, despite our tendency to use those examples for their relatability
o Having difficulty understanding units of time – may not know how to read analog clocks
o Showing difficulty organizing numbers on a page – again, anything involving numbers will require more cognitive energy for these students, so organization and neatness may take a back-seat
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Slide: Tutoring Students who May Have Dyscalculia
* Last group discussion for this section - What are some things that we may do to effectively assist students who may have dyscalculia? [allow responses]
* Great suggestions again, folks! Some things we recommend would include:
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o Allow/encouraging the use of fingers, number lines, whiteboards, scratch paper – sometimes comprehending for these students is a matter of being able to employ the right tools for their mindset, even if they are “elementary” tools…we should let them know that all these tools are still valid and nothing to be embarrassed about!!!
o Use diagrams and pictures to offset the use of symbolism – help students avoid “notation fatigue”: draw the ladder against the wall for that related rates problem, rather than simply writing the notation for derivatives for the rate of motion
o Suggest use of graph paper even to organize expressions – takes the cognitive burden off of having to spatially organize symbols in expressions, while calculating
o Suggest use of colored pencils – we math folks do love our many colors; helps to clarify by distinguishing objects, even for students without dyscalculia
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o Work with manipulatives – Examples? (parts of whole objects to model fractions; folded paper to model objects in 3-space)
o Use mnemonic devices – Examples? (PEMDAS, if “p” is too low…, SOHCAHTOA)
o Use geometric solutions to augment algebraic ones, where possible (solve linear system by graphing if possible, rather than elimination, provided any method is acceptable)
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o Recommend the CUBES method for word problems – anyone familiar? [allow responses] – Right! That’s Circle key numbers, Underline question embedded in the word problem, Box any math “Action words” (evaluate, simplify, etc.), Evaluate/plan the process by asking “what steps should I take?”, then Structure/model/Solve the problem
o Encourage ample review; patiently allow time for practice – this helps students build up muscle memory, so they don’t have to work through all of the logic of each problem, each and every time…
* Alright! Excellent discussions, everybody! In a moment, we’ll get into our final module for the training day on our second major group of non-visible disabilities, but first…a final 5-minute break!”
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Slide: Mental Health Problems
* “Alright, everyone. Let’s come back together now for our final module – you’ve all been participating and engaging admirably and we’re almost finished for this session!
* So first, we’ll need to define the second of our two major types of non-visible disability under discussion today: Mental health problems.
* This is an actual term in the field of accessibility, not just a colloquial ‘catch-all phrase’. Mental health problems are defined as [read definition], according to the Mental Health First Aid handbook, on which many “Mental Health First Aiders” at RRCC have been trained…
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* Common examples of “Mental Health Problems” would include: [list all items and stats]
* Though everything listed here is a class of disorder, mental health problems also include symptoms that mimic disorders but may be due to circumstances or other factors…”
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Slide: Mental Health Challenge vs. Mental Health Crisis
* “Now, mental health problems manifest in two broad types…there are mental health challenges and on the other hand, there are mental health crises. These are defined respectively as…[have someone read definitions]
* What are the key distinctions between those definitions? [allow responses] Right! Mental health crises are more severe, acute and involves much greater threat of harm or distress, than mental health challenges.
* Again, and I can’t repeat it enough, WE AS TUTORS DO NOT DIAGNOSE/TREAT MENTAL HEALTH PROBLEMS, but it can help for us to know how to distinguish between crises and challenges, so that we can best gauge an appropriate response when students present with them…”
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Slide: Challenges vs. Crises – Signs and Symptoms
* “Of course, it is a relatively simple matter to define challenges vs. crises. But that leaves things fairly vague. So let’s take a look at some examples of how each can manifest in the real-world experience of students who are struggling with them…
* A student may be having a mental health challenge if…
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o They develop a pattern of lateness/cancelling pre-planned tutoring sessions – people having M.H. challenges often begin to struggle in holding to their typical schedules
o They appear consistently tired/more disheveled/unkempt – (than is usual for them!)
o They no longer enjoy/can concentrate on activities they used to enjoy or focus well on
o They frequently exhibit sadness, worry in facial expressions (emphasis on frequently- again, we are looking for patterns)
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* There is a class of signs that may indicate a severe or worsening mental health challenge, though it still may not rise to the level of a full-blown crisis. Examples would include:
o They fail to attend multiple pre-planned tutoring sessions with no communication- They are simply too overwhelmed by the struggle to even reach out, much less attend
o Their behavior is unusually erratic, displaying SUSTAINED anger/hopelessness – emphasis on SUSTAINED negative feelings, not just temporary panic or sadness
o They engage in extreme self-blame/self-criticism – you may hear phrases like “I feel worthless” or “I’m a failure” – so this is NOT momentary self-blame for say, failing a test
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* And then, of course, there are signs of a full-blown MH crisis, such as:
o Engaging in any form of self-harm, threatening/planning to do so
o Engaging in acts of harm toward others, planning/threatening to do so
o Exhibiting any of the physical signs of a mental health crisis or substance overdose
* Hopefully these examples give everyone a clearer picture of what we mean by these basic terms in the area of mental health…”
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Slide: Mental Health Challenge, Crisis or Neither?
* “Time for another pop quiz! This one is to assess our collective comprehension of the difference b/t MH challenges and crises as we just outlined together…Go ahead and fill out the Challenge, Crisis or Neither? Worksheet and we’ll come together to review/discuss in about 5 minutes…”
* [do challenge, crisis or neither exercise – be sure to go over follow-up question on worksheet – consult instructor copy]
* Alright, great work all! Now that we have come understanding of critical differences between these types of problems and their symptoms, let’s look at things we as tutors can do for students who are facing them…”
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Slide: Mental Health Crises – What should tutors do?
* “We’ll begin with the more extreme of the two situations…Mental Health Crises. Again, we are talking about acutely critical and potentially dangerous or distressing situations here. Our code of policies for handling these includes several important items. They are:
o Do not attempt to “handle” situation – we’re neither qualified nor expected to do so
o Assess whether the mental health crisis involves a medical or other emergency, if so call 911 immediately – no need to consult with tutoring admin., or any other party first
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o If situation is not necessarily emergent, but requires immediate assistance, call campus police at ext. 6394 – ask for “crisis response team” member (we have several in our department), and use the words “this person may be having a mental health or substance use crisis”, specifically – these words will indicate who the police should dispatch…
o After you have contacted emergency personnel, notify a tutoring admin. – do notify us, but know that we are to be notified after professionals/authorities in such a scenario
o Finally, jot down the facts of the incident for your recollection – you may be expected to offer a statement or provide your account of events for police or medical records
* I know that there isn’t too much discussion to be had on this slide…these are really a matter of necessary, mandatory and direct protocol for the department…”
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Mental Health Challenges – How can Tutors Help?
* “Assuming that the situation does not seems to constitute a mental health crisis, we have a bit more wiggle-room for discussion about how to proceed, and it will VERY much depend on the context…
* The first item here, however, continues to be non-negotiable: DO NOT ATTEMPT TO DIAGNOSE/TREAT ANY CONDITION, jump to the conclusion that the student has a particular condition, or ask the student if they have that condition (this can generate a confrontation)
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If the person is exhibiting aggressive behavior:
o Consider attempting the strategic de-escalation of situation – this means continuing to engage with/address the student’s challenge while remaining calm/avoiding quick speech or gestures/using lower volume than the student and actively listening…
o Do NOT restrict the person’s movement; keep a safe distance at all times- if aggression threatens to become a crisis situation involving harm to others, disengage/call 911
o If situation seems beyond de-escalation or you are uncomfortable (no matter the situation), grab and admin right away! – we do our best to make sure one of us is always on duty in case of just such an event…
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* Assuming no aggression is involved, you feel comfortable and it might be helpful, offer person a private place to talk –
sometimes you are the person most trusted by the student at the time and they prefer to speak to you…feel free to use a study room for a private chat where you will still be in full view of colleagues for safety and comfort purposes…
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o Naturally, feel free to decline to speak privately if you are ever uncomfortable…
* Do not argue; ask questions, listen fully/actively, try not to interrupt – whatever the student shares they will likely be feeling vulnerable; any argumentative or confrontational dialogue may worsen the challenge…
* Show empathy, but avoid comparisons to your experience of mental health – everyone’s background/lived experience/personal struggles are unique; don’t risk invalidating their emotions by falling into this easy mistake…
* Consider referring student on-campus accessibility/mental health resources…speaking of which…”
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Slide: Accessibility/Mental Health Resources at RRCC
* “Here is the list of accessibility and mental health resources we have for students at RRCC and in Colorado more generally. You’ll find them on your “Accessibility and Mental Health Resources @ RRCC” reference handout in the packet; keep them in your portfolio to refer to later…
* [go over the locations and services of listed offices]
* Does everyone feel reasonably comfortable that you know where to find these resources and what they do?” [allow responses]
* Okay, fantastic! Let’s talk a bit about the process of referring students to these resources…”
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Slide: How to Refer Students to Resources on Campus
* “It can be a bit awkward if we suspect a student might benefit from being connected to these resources, but we aren’t sure how to broach the subject in referring them…
* What are some general dos or don’ts you can think of for making those referrals or putting those resources into the student’s awareness without giving offense…? [allow responses]
* Excellent ideas, all around! Some basic dos/don’t’s for the referral process that we suggest include:
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o Don’t state your belief the student has a disability – much better to ask if the student is aware that they are showing a certain pattern of difficulty
o Make concrete observations – keep things “matter-of-fact” rather than “matter-of-opinion”; can be the difference between “I noticed you are struggling with setting up word problems quite a bit…” rather than “I think your trouble with word problems goes beyond what students without dyscalculia would experience…”
o If they affirm your observations, ask whether the difficulties have existed in the past – this can help to establish that the difficulty is a pattern, rather than the result of momentary challenges
o If they mention a disability, ask if they are aware of Accessibility Services – if they don’t mention a disability, whether to bring up accessibility services depends on whether they seem open to such suggestions…you may let them know that accessibility services may have resources that can help them identify if their difficulty is one for which the office can provide accommodations [there are diagnostic resources in AS]
o If they say anything about a mental health challenge/condition, ask if they are aware of Behavior Health Services at RRCC – same guidance as last if they don’t mention one
o If they are interested, give directions and possibly offer to escort – if lab isn’t busy, warm hand-offs are a great way of making comfortable connections and doing our part to maintain strong on-campus belonging and community
* Great brainstorm about how to handle a potentially sticky situation with students. Let’s take some time to complete the Making Referrals Worksheet in the handout packet” [may need to be done as take-home, depending on timing]
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Slide: Testing Accommodations and Assistive Tech.
* “So this is the part where we go over some of the accommodations and assistive technologies that the accessibility services office provides for students with various accessibility needs, as promised earlier…
* First of all, there are testing accommodations for students, which include extending testing periods and distraction-reduced testing areas as well…
* In the field of assistive technology, RRCC can provide access for students to the following devices and programs: [read each item/cost]
* Note that it’s not necessary for you to have a super detailed understanding of these pieces of tech, but it is important for you to be generally aware that they exist and are available to students depending on their specific needs…you can always recommend that a student visit with the Disability Access Technologist in AS office…has anyone met _________________?”
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Slide: RRCC Staff as Agents of Compassion and Patience
* “I want to close the session today with a brief summary of our departmental access-oriented philosophy of service to students; its an ethical commitment extending beyond mere policy and ‘best-practices’
* It seems most appropriate if you all get the chance to read the principles of that philosophy for yourselves [ask for volunteers to read each item in philosophy statement aloud]”
* Thank you all for that. Truly, I think it is so so important that we end on that affirmative and mission-defining note.”
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