Slide 1:
ADA-Audio Conference Series:
Best Practices in Accommodating Students with Autism Spectrum Disorders, Intellectual Disability and other Emerging Groups within Postsecondary Education
Scott N. Friedman, M.S.Ed.
September 15th, 2009

Slide 2:
Welcome
Presenter background:
Adjunct Professor with the Elmhurst Life Skills Academy at Elmhurst College
Faculty Access Consultant with the Disability Resource Center at the University of Illinois at Chicago
Holds a master’s in Adult & Higher Education
Ph.D. candidate in Disability Studies and master’s candidate in Special Education at UIC
Research focuses on serving college students with disabilities

Slide 3:
Presentation Overview
Current status of college students with disabilities
Models for serving students with disabilities
The Law and “the law” in serving students
Emerging groups 
Autism Spectrum Disorder/Asperger’s Syndrome
Traumatic Brain Injury
Intellectual and Developmental Disabilities
Injured Veterans
Utilizing Universal Design to reduce barriers
Future best practices for serving students

Slide 4:
Abbreviations
ASD- Autism Spectrum Disorder
AT- Assistive Technology
I/DD- Intellectual and/or Developmental Disabilities
LD- Learning Disability
P-21- Preschool through age 21 education
TBI- Traumatic Brain Injury
UD- Universal Design

Slide 5:
Status of College Students with Disabilities
U.S. Census Bureau (2008) reports that 19% of Americans have a disability
1995-1996 academic year, about 6% of college students identify as having a disability (Horn, Berktold, and Bobbitt, 1999)
2003-2004 academic year, nearly 11% identify as having a disability (Snyder, Dillow, and Hoffman, 2007)
Notice any trends here???

Slide 6:
Status of College Students (con’t)
Problems with current statistics:
Federal law states that students must self-identify to receive services (unlike P-21 where schools are required to seek out students needing academic intervention)
There is a lack of consistent disability categories across studies or Federal student surveys
No national benchmarks or readily available tools for regular follow-up studies
New programs for students with I/DD…where do they fit?

Slide 7:
Models of Disability
Individualistic- provide accommodations that work to mediate limitations by equaling the academic playing field

Universal- work to make physical and technological aspects readily accessible to all, therefore reducing the need for individual accommodations

Social- work to reframe culture by removing sociocultural barriers that prevent people with disabilities from fully participating

Slide 8:
Intent versus Spirit of the Law
Like all legislation, there is a discrepancy between what was intended and how the law actually works
Both the ADA and Rehabilitation Act sections relating to students are good examples
With limited budgets, underprepared service providers, inaccessible university spaces, and rising costs for serving students with disabilities…sometimes the reasonable accommodation is not always the best accommodation
Students have a severe lack of understanding about their rights to services under the Law

Slide 9:
Emerging Student Groups
Autism Spectrum Disorder/Asperger’s Syndrome
Traumatic Brain Injury
Intellectual and Developmental Disabilities
Injured Veterans

Slide 10:
ASD/Asperger’s Syndrome
Autism and Asperger’s are often viewed as the extremes on a continuum
Autism is associated with cognitive, verbal, and social delays and/or limitations
Asperger’s generally has little cognitive or verbal delay
Characteristics also include: problems socializing and repetitive patterns or interests (APA, 2000)
Growing numbers of students with Asperger’s Syndrome are entering higher education

Slide 11:
Asperger’s Accommodations
Generally, no accommodations are necessary because Asperger’s is a social functioning disorder

When co-morbidity exists with LD, accommodations include:
Extended time for assignments or exams
Assistive technology
Alternative formats
Breaks (especially sensory)
Assistance for required out-of-class activities

Slide 12:
Asperger’s Practices
Realize that the student may not look at or posture toward another individual
Be aware that social relationships may be difficult; especially those assumed to be at the college-level
“Teach through” repetitive mannerisms or patterns
Utilize partnerships to strengthen social behaviors that are appropriate for the college setting
Understand that most people with Asperger’s have only social functioning problems but no cognitive deficits

Slide 13:
Traumatic Brain Injury (TBI)
An acquired, sudden injury in which an individual’s head hits another object or an object pierces the brain
TBI also occurs along a spectrum

TBI can affect any or all of the following functions:
Cognitive
Sensory
Communication
Behavioral

Slide 14:
TBI Accommodations
Extended time for assignments and/or testing
Use of notes, book, dictionary, calculator for exams
Note taking or voice recording for lectures
Assistive technology
Alternate formats
Breaks during class or exams
Assistance during orientation or out-of-class activities
Adapted athletics

Slide 15:
TBI Best Practices
Utilize documentation when collaborating with the student to determine classroom accommodations
Realize that TBI spans a number of functional areas, and not all may be affected
Work with the student to determine if previous accommodations have been successful
Frequent contact with instructors is beneficial in ensuring that the accommodations are effective
Disability Services staff should keep in mind that students with TBI may have exacerbation of symptoms at any time

Slide 16:
Intellectual/Developmental Disability
Most of these disabilities fall onto a spectrum in terms of severity or increasing limitation
Often, I/DD displays cognitive deficit comorbid with LD
General categories include (APA, 2000):
Mental Retardation
Motor skills disorders
Communication disorders
Pervasive developmental disability (Autism, Rett’s, Asperger’s)
Down Syndrome

Slide 17:
I/DD Accommodations
Extended time for assignments and/or testing
Use of notes, book, dictionary, or calculator on exams
Answer directly on exam copies; no answer sheet
Note taking or voice recording
Assistive technology
Orientation assistance
Verbal description or physical manipulation
Adapted athletics

Slide 18:
I/DD Best Practices
I/DD ranges from significant impairment to only a slight level of cognitive difficulty
Many of the accommodations and AT options that serve students with LD also benefit students with I/DD (for example: tracking and text-to-voice software)
Frequent contact with instructors is helpful in ensuring that accommodations are effective
Students are enrolling in specialized college programs designed to meet the needs of students with I/DD

Slide 19:
I/DD Programs
Colleges are adding both separate programs and support initiatives for students with I/DD
One example is the Elmhurst Life Skills Academy (ELSA):
Students completed high school and read at a third-grade level
Classes are tailored to meet individual needs
ELSA students are involved in many student activities
Students take academic (Geography), life skills (cooking), career, social issues, and fine arts courses
The students are integrated into many aspects of college life
The end goals are providing skills and collegiate experiences that will benefit the individual throughout their life

Slide 20:
Injured Veterans
Returning war veterans can have any number of injuries
Because of broad access due to financial support, more injured veterans are attending college

A recent sample (Vance and Miller, 2009) of veterans served in higher education found:
Pschological- 34% (males) and 11% (females)
Acquired health condition- 16% and 4%
Learning disability- 9% and 7% 
Physical/mobility- 8% and 1%
Hard of Hearing- 5% and 1%

Slide 21:
Accommodations for Veterans
Extended time for assignments and/or testing
Note taking or voice recording for lectures
Assistive technology
Possibly alternate formats
Classroom relocation or accessible furniture
Breaks during class or exams
Assistance during orientation or out-of-class activities
Adapted athletics
Housing or parking accommodations

Slide 22:
Best Practices for Veterans
Coordinated campus services are vital
Financial
Disability Services
Psychological and counseling
Career counseling
A welcoming environment which provided respect and resources for veterans
Provide services and coursework during the evening to accommodate veterans’ schedules
(Vance and Miller, 2009)

Slide 23:
Utilizing Universal Design
UD is based on architectural principles and has been expanded to technology and education
Increase access and inclusiveness
Work to remove unnecessary barriers
Provide for multiple means of representation
Allow for multiple methods of assessing learning
UD takes a proactive rather than reactive approach
(Scott, et.al., 2003)

Slide 24:
Future Best Practices
Asperger’s:
Institutions need to become more aware and be able to work across the campus to provide social supports
Assess accommodations for Asperger’s students with LD

TBI:
Utilize more AT to allow students with TBI to continue pursuing education after injury
Povide flexible accommodations that meet changing needs
Develop guidelines for reintegration/continuation after injury
Better assessment should lead to targeted accommodations

Slide 25:
Future Best Practices (con’t)
I/DD:
Utilize more AT to ensure access to materials
Allow for flexibility in assessment of learning
Incorporate more UD into lectures and assignments
Veterans:
May have physical injuries and psychological needs
Disability Services should maintain on-going contact with the student to determine if the VA can provide supports
Staff across campus should prepare to work together to meet veterans’: accommodation, financial, and personal needs

Slide 26:
Future Best Practices (con’t)
Disability Service Providers Practices:
A more standardized process and set of criteria for providing accommodations are needed on a national scale
Comprehensive and systematic training in this field for Service Providers is necessary
Large-scale and institutional assessment must be done
Faculty Practices:
Increase awareness of disability issues and incorporate these into the curriculum (like other underrepresented groups)
Utilize UD and take a larger responsibility in providing some student accommodations

Slide 27:
Questions and Discussion
The next approximately 30 minutes will available for questions and discussion
Please jump-in and share your experiences in providing exceptional services to these groups
I can discuss generally how the institutions within which I work have served these emerging students

Slide 28:
Additional Resources
•	Association on Higher Education and Disability (AHEAD)
•	http://www.ahead.org/ 
•	Curriculum Transformation and Disability
•	http://www.cehd.umn.edu/CRDEUL/books-ctad.html 
•	DO-IT Center, University of Washington
•	http://www.washington.edu/doit/ 
•	Think College (students with I/DD)
•	http://www.thinkcollege.net/ 
•	Veterans Best Practices (from AHEAD)
•	http://www.ahead.org/publications/jped_veterans 

Slide 29:
THANK YOU FOR PARTICIPATING!!!
Please feel welcome to contact me with additional questions at:
sfried3@uic.edu 

Slide 30:
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, Fourth revision, Text revision. Arlington, VA.
Horn, L, Berktold, J, & Bobbitt, L. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. (National Center for Educational Statistics Publication No. 1999-187). Retrieved June 5, 2009, from: http://nces.ed.gov/pubs99/1999187.pdf
National Institute of Neurological Disorders and Stroke. (2009). NINDS traumatic brain injury information page. Bethesda, MA: National Institutes of Health. Retrieved September 9, 2009, from: http://www.ninds.nih.gov/disorders/tbi/tbi.htm 
Scott, S. S., Loewen, G., Funckes, C., & Kroeger, S. (2003). Implementing universal design in higher education: Moving beyond the built environment. Journal of Postsecondary Education and Disability, 16(2), 78-89.
Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2007). Digest of education statistics, 2006. (National Center for Educational Statistics Publication No. 2007-017). Retrieved June 5, 2009, from: http://nces.ed.gov/pubs2007/2007017.pdf
U.S. Census Bureau News. (2008, December 18). “Number of Americans with a disability reaches 54.4 million”. Retrieved June 5, 2009, from: http://www.census.gov/Press-Release/www/releases/archives/income_wealth/013041.html
Vance, M. L., & Miller, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 18-28.