SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES How Academic Staff Can Implement Accommodations and Use Instructional Strategies.

SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES

How Academic Staff Can Implement Accommodations and Use Instructional Strategies

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Coming together is a beginning.

Keeping together is progress.

Working together is success.

-Henry Ford

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Overview

Job Corps Accommodation ProcessManaging Accommodation Plans in CISHow To Use Individual Education

Program (IEP) as a ToolInstructional Strategies to Use in the

ClassroomResources

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Why Accommodate?

IT IS THE LAW

Rehabilitation Act of 1973, Section 504…“No program receiving federal funds may deny or exclude…”

Americans with Disabilities Act of 1990 Title III

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What is the Disability Program?

Disability coordinatorsReasonable accommodation teamReasonable accommodation processAccommodations plansJob Corps staff

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Who Can Be Part of the Center Disability Team?

Academic and Career Technical Managers

Counseling ManagerHealth and Wellness ManagerCenter Mental Health ConsultantTEAP specialistSpecial Education InstructorOthers

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Role of the Disability Coordinator

The disability coordinator is the team leader for the center's disability program. As the team leader, the disability coordinator : Coordinates all aspects of center's disability program

(accommodation process, referrals, trainings, etc) Demonstrates commitment to the disability initiative

(leadership) Delegates responsibilities Encourages all staff to take ownership of the

program

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Reasonable Accommodation Process

Collect documentation Develop Distribute

Paper CIS (accommodation screen)

Monitor Review Modify if needed

DOCUMENT EVERYTHING!!!!!

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NOTE

Accommodation requests cannot be denied at the center level, all

recommendations for denials must be forwarded to the regional office for a final

decision

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Accommodation Plans Take into Consideration

Physical (Accessibility-classrooms, dorms, all areas on center, adaptations…)

Medical (Impact of meds, appointments…)

Emotional / Psychological (Counseling, outside services, mentor…)

Educational (TABE, classrooms, GED…)

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Accommodation Plans are NOT

“Lowering of the bar,” but a “leveling of the playing field”

Automatic, just because the student has a disability, should be individualized

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What works for one student with a disability

may not work for another

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Academic Manager’s Role in the Process

Often times the Academic Manager serves as a Co-Disability Coordinator

Attend reasonable accommodation team meetings as needed

Assist in developing and monitoring reasonable accommodation plans

Ensure staff know where to find reasonable accommodation information (CIS or paper copy)

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Academic Manager’s Role in the Process (continued)

Ensure staff are providing accommodations

Gather information from staff on effectiveness and provide input and feedback to DC or RA team so adjustments can be made if necessary

Make referrals to DC if you suspect issues

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Instructor’s Role in the Process

Know your student’s accommodationsImplement and monitor accommodations

effectivenessUpdate DC or RA team on

accommodations (at least every 60 days)

Keep documentation of accommodations being provided

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Instructor’s Role in the Process (continued)

Always follow confidentiality lawsInformation should never be shared with

other students or discussed in front of other students

Keep all records or information in a secure location

Staff with a “need to know” should have access to accommodation information

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Managing Accommodation Plans in CIS

Health and Wellness ModuleDisability Accommodation Detail ReportDisability Accommodation Summary Report

Center will need to make decisions about how staff “with a need to know” will access accommodation information

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What is an IEP?

Describes the educational plan for a student with a disability

Includes information about: Current functioning The types of skills that need to be learned Areas of strength and weakness Services and accommodations that will be

provided  The type of environment where learning will take

place

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The IEP in Job Corps

Majority of centers are not required to maintain a current IEP for a student with a disability (unless they have a contract with a public high school)

Centers are obligated, however, to develop an accommodation plan for qualified individuals with disabilities who are in need of reasonable accommodation

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The IEP as a Tool

Provides documentation of a student’s disability Usually identifies the diploma type the student

is seeking Usually identifies the assessment track in which

the student is participating One tool for the disability team to use in

assisting the applicant or student in determining the types of reasonable accommodations he or she may need 

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Note

Do not base accommodations just on the IEP

Interview the applicant/student–they have a wealth of information that might be more accurate or up to date than the IEP

Instructional Strategies

How to meet the needs of all students

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Does this sound familiar?

I have a class of 10 students and 4 of them have accommodation plans. I spend my day implementing these individualized accommodations and I don’t have time for anything else.

Good Teaching is Good Teaching

EVERYONE WILL BENEFIT

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Universal Design

The use of Universal Design improves overall accessibility for all students and creates a more inclusive atmosphere. It does not, however, replace the obligation to accommodate qualified individuals with disabilities.

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DESIGN PRINCIPLE EXAMPLE

Flexibility in Use

Accommodates a wide range of individual preferences and abilities. Classroom where the student may choose to hand write, word process, or voice dictate an essay in order to demonstrate mastery.

Equitable UseWebsite that is designed so that it is accessible to everyone, including people who are blind.

Simple/Intuitive Use

Easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Shop equipment with control buttons that are clear and intuitive (e.g., red buttons for stop and green for go).

Universal Design

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DESIGN PRINCIPLE EXAMPLE

Perceptible Information

Television programming projected in classrooms or other meeting areas that includes captions.

Tolerance for ErrorEducational software program that provides guidance when the user makes an inappropriate selection.

Low Physical Effort

Doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.

Size & Space for Approach & Use

Adjustable table to accommodate any individuals height and size.

Universal Design

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What are some strategies you are currently using in your classroom or

work environment?

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Instructional Strategies by Learning Styles

Auditory Visual

Kinesthetic

Let’s find out your learning style

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Auditory Learners

Give assignments and directions orally Have students repeat instructions Allow students to sit away from visual distractions Speak clearly, distinctly, and use varied pitch Let students answer questions orally Play rhyming and blending word games Encourage “mental” arithmetic with verbalization Use auditory teaching methods such as speeches,

lectures, debates, discussions, brainstorming, and interviews

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Visual Learners

Provide the opportunity for written answers Use charts, flash cards, color-coding, and notes Give demonstrations and visual directions in pictures,

graphics, or written form Play matching games with concrete objects,

illustrations, and written symbols Print rules for students to use as a reference and have

them memorize those that are important Encourage the use of the dictionary for word

pronunciation clues and language development Teach math skills with number strips, dominoes, color-

coded manipulatives, protractors, number lines, etc.

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Kinesthetic/tactile Learners

Use hand signals and gestures Use activities that involve expressing emotions,

feelings, gestures, and movement Encourage hands-on activities such as games,

experiments, physical activities, manipulatives, etc. Encourage writing, drawing, sculpture, pantomime,

and creativity Use a variety of stimuli (color, lighting, sounds) Use manipulatives for all subject areasFlorida’s Bridges to Practice, “Instructional Techniques for Students with Learning Disabilities."; Retrieved June 2002:

http://www.floridatechnet.org/bridges/.

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Scenario

Mr. Roberts has an assignment for his reading class. He would like each student to read a book and do a report. How can Mr. Roberts make this assignment applicable to different learning styles?

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Teaching Learning Strategies

Why do students with learning disabilities need to become strategic learners?

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Memory Exercise

5 8 0 2 9 7 6 1 8 3

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Who can remember all 10 numbers?

What strategy or strategies could we have used to better help us remember that series of numbers?

(580) 297-6183

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Memory Strategies

RepetitionGroupingMental PictureRhymingAcronymAbbreviationAcronymic SentenceGraphic Sentence

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Teaching Learning Strategies

Assess the student’s awareness of the strategy to be used.

Provide opportunities for students to discuss, reflect upon, and practice the strategies with classroom materials and authentic tasks.

Provide feedback. Gradually have the student select the learning strategy

to use for a particular activity or assignment. Provide instruction, review, and provide feedback until

the student is able to self-select and apply learning strategies effectively.

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REMEMBER

Good teaching is good teaching

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What good teachers do…

Know their subjects well and they can do intellectually, physically, and emotionally what they expect of their students

Have an understanding of how students learn, what motivates them, and what encourages them

Obtain information about each student's unique needs Provide appropriate instruction based on a student's needs rather

than a categorical label or cause of a disability Ensure a positive learning environment that produces change Demonstrate tolerance and patience when working with all

students Are flexible and willing to try different techniques and

accommodations Are accessible and approachable

Dr. Rochelle Kenyon, Project Director, Florida Bridges to Practice, through an Adult Education State Leadership Grant from the Florida Department of Education, Division of Community Colleges and Workforce Education. 

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Perceptions

You may perceive something as easy and others may not.

Remember to keep in mind your perceptions when working with students, especially students with disabilities.

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Nose

Mouth

Eye

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Earring

Necklace

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Count the black dots only!Count the black dots only!

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Resources

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Regional Disability Coordinators

Boston and Dallas–Molly Rosinski ([email protected])

Philadelphia and Atlanta–Pat Jackson ([email protected])

Chicago–Kim Jones ([email protected])

San Francisco─Sylvia Domagalski ([email protected])

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Resources

Job Accommodation Network a service of the

Office of Disability Employment Policy of the U.S.

Department of Labor

800-526-7234

800-ADA-WORK

http://www.jan.wvu.edu

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Job Corps Disability Website

http://jcdisability.jobcorps.gov

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Supporting Students with Learning Disabilities Website

• Learning Strategies

• IEP as a Tool

• Professional Development

Tools/Resources

• Webinar Announcements and Sign Up

http://jccdrc.jobcorps.gov/ld

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Web Resources

LD Onlinewww.ldonline.org

Universal Design for Learningwww.cast.org/udl