Learning Incapacities: Making an Intersection for Understudies with this Concealed Inability.


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A learning inability is not an infection, so there is no
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Learning Disabilities: Creating a Crossroad for Students with this Hidden Disability NACADA 30 Th National Conference On Academic Advising Indianapolis, Indiana October 18-21, 2006 Presented by: Karen L. Wold, M.S.Ed. Learning Disabilities Specialist, DRES, UIUC & Carrie A. Mulvaney, M.S. Ed. Scholastic Advisor, LAS General Curriculum, UIUC

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UIUC 2005-2006 Disability Statistics – Registered Students with DRES 947 enrolled understudies with a handicap 176/947 understudies with an analyzed Learning Disability

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Impact on Advising Beliefs values, religion Educational Values original undergrads, rustic versus urban Social Life financial status, hard working attitudes Communication Styles/Barriers non-verbal prompts, non-verbal communication, ESL Culture part of the family Disabilities part of the family

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Definition of Learning Disability A learning inability is not an infection, so there is no "cure." Often named "hidden" or "invisible" incapacities - are really a differing gathering of neurobiological qualities that are formative in nature. Learning handicaps influence the way individuals store, process, or create data. Learning handicaps is a general term that alludes to a heterogeneous gathering of scatters showed by noteworthy challenges in the obtaining and utilization of tuning in, talking, perusing, composing, thinking or numerical capacities.

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Definition (con\'t) These disarranges are characteristic for the individual, attempted to be because of focal sensory system brokenness, and may happen over the life range. Issues in self-administrative practices, social observation and social connection may exist with learning handicaps yet don\'t without anyone else\'s input constitute a learning inability. Despite the fact that learning inabilities may happen correspondingly with other incapacitating conditions (for instance, tactile disability, mental hindrance, genuine passionate unsettling influence) or with extraneous impacts, (for example, social contrasts, lacking or wrong guideline), they are not the aftereffect of those conditions or impacts.

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Characteristics of a Verbal Learning Disability Problems with dialect (perusing and composing) ordinarily exceeds expectations in math Problems with sound-related preparing Needs scholarly system direction Socially canny and capable – "Joe Cool" Usually ready to make up for challenges and created adapting aptitudes

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Characteristics of a Nonverbal Learning Disability Visual recognition and/or visual memory issues Problem tackling troubles Adaptation to new circumstances Academic issues in math and sciences Difficulty in social communication DSM IV Learning Disorder Not Otherwise Specified (LD NOS) * Adapted from Byron P. Rourke, Syndrome of Nonverbal Learning Disabilities , 1995.

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DRES 1207 S. Oak St. Champaign, IL 61820 (217) 333-1970 (V/TTY) (217) 333-0248 (Fax) 8:30 a.m. to 5 p.m. M – F incapacity @ uiuc.edu DRES (Division of Disability Resources and Educational Services) is the workplace on the UIUC grounds that directions and gives administrations to UIUC understudies with handicaps.

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DRES Services Academic administrations incorporate, yet are not constrained to: Accommodation arranging and usage (note takers, translators, testing facilities) Text transformation Priority enlistment Substitutions and expansions

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DRES Services (cont.) DRES likewise gives non-scholastic administrations, including: Transportation Housing access (incl. Beckwith Hall) Sports and entertainment programs Co-curricular program and administration access Transition to vocation - temporary jobs

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How to Access DRES Services Two sorts of understudies come to DRES for administrations: Students with a formerly analyzed handicap. Understudies with scholarly/individual concerns who are self-alluded or alluded by UIUC personnel/staff.

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Application Process Complete Application for Services Provide documentation of handicap as indicated by DRES\' Documentation Requirements When this procedure is finished, understudies are enrolled with DRES and qualified for DRES administrations.

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Role of the Advisor Do not inquire as to whether the understudy has an inability If the understudy reveals to you, consider: Not booking consecutive classes Not planning early classes Distance between classes Balance between overwhelming perusing or composing or math classes relying upon handicap. You have to keep the data private. On the off chance that the understudy is enrolled with DRES, we can chat with you with the understudy\'s authorization.

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Other Advising Issues Foreign Language Substitution all inclusive procedure Deadlines to get materials to Committee: October 1 and March 1 Students need to enroll with DRES, compose letter asking for substitution, get letter from Foreign Language Instructor, transcripts and incapacity documentation from DRES

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Math Substitution Because of extensive variety of courses accessible, not precisely like remote dialect substitution. Understudies can choose from assortment of courses.

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The KEY to Creating a Crossroad for Students with Learning Disabilities Collaboration with Disability Service Offices Unit contact, stroll in exhorting Collaboration with different grounds workplaces Counseling Center, Bridge Transition programs. SSS/Trio, Athletics, and so forth… Professional Development Diversity preparing, consultant workshops, ILLiAAC

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Fears, Concerns… Questions? Remarks? _______________________________

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Web Sites of Interest DRES: http://www.disability.uiuc.edu Faculty Information Link: http://www.disability.uiuc.edu/page.php?id=3 UIUC Disability Resource Guide: http://www.disability.uiuc.edu/resourceguide Assistive Technology: http://www.disability.uiuc.edu/administrations/at/Learning Disabilities: www.ldonline.org www.ldaamerica.org Disabilities and Postsecondary Education: www.ahead.org

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