Transcript Présentation PowerPoint

May 15, 2014
Stockholm,
Guidelines
for Advisors
of Post-secondary Students
with Disabilities
1
Presenters
Anne-Louise Fournier
Administrator of the AQICESH and Cordinator Service
for students with disabilites, University Laval
Stockholm,
President of the AQICESH and Cordinator Service for
students with disabilites, UQAM
May 15, 2014
Sylvain Le May
Dolores Otero
Director of Socio-Economic Students Service, UQAM
2
Topics
• The Challenge of the growing number and diversity of
students
• Creation of the Guidelines for Advisors of Post-secondary
Students with Disabilities
Stockholm,
• Mission of the Association
May 15, 2014
• Who we are: AQICESH
•The advisor’s roles, functions and skills
•Need analysis and the action plan
•The DCP : Disability Creation Process
•Academic Accommodations
•Information and awareness-building
•Universal Design in Education
• Utility for Students Service manager
3
Stockholm,
May 15, 2014
Who we are: AQICESH
4
5
Stockholm,
May 15, 2014
• French and English’s universities
Stockholm,
• Association of advisors working in the Quebec
university environment, whose role is to assist
students with disabilities in accessing university
facilities, services and academic accommodations
May 15, 2014
Who we are ?
• 17 etablishments | urbain and regional
6
Stockholm,
• To provide networking, professional development and
training opportunities for members.
• To promote accessible, equitable and inclusive
postsecondary learning environments for students
with disabilities.
• To provide a platform where members can
demonstrate and share their expertise and participate
in opportunities to interact with all stakeholders.
• To act as the mandated representative or
spokesperson' for students with disabilities within the
post secondary academic community, and with
government and para-governmental partners.
May 15, 2014
Mission
7
May 15, 2014
Stockholm,
The Challenge of the growing number
and diversity of students
8
May 15, 2014
Stockholm,
The wealth
of human groups
is rooted in communication,
mutual aid,
and solidarity towards
a common goal:
self-fulfilment
with respect for differences.
[translation]
Françoise Dolto
9
6905
Stockholm,
5194
3971
3538
3093
2008-2009
2009-2010
2010-2011
May 15, 2014
Growing Clientele
2011-2012
2012-2013
2013-2013
Années
years
10
Growing Clientele diversity
5000
4669
spectrum disorder,
serious mental health problems or
May 15, 2014
attention-deficit disorder, autism
4000
3168
3500
3000
2326
2500
multiple deficiencies with at least one
of those four disorders
2306
1870
2000
2012
1533
1500
1352
1665
Stockholm,
New (emerging) : learning disabilities,
4500
1635
1000
500
Traditional : motor, organic (medical) or
0
sensory impairment
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
11
Source: Statistiques concernant les étudiants en situation de handicap dans les universités québécoises , 2012-2013, AQICESH.
Growing Clientele
Stockholm,
May 15, 2014
2013-2014 growth projection: 35 %
12
Interventions step
Learning
Support and
Adaptive
Technology,
etc.
Communication
with Professor
(if needed)
Planning
Accomodations:
Accommodation
Plan
Accommodation
challenges
Physical
Collaboration
with Professors,
Faculties
and Student
Services
Alternate format
Material
Action Plan
Stockholm,
Organization
May 15, 2014
Communication
Exams
Assessment
of
Situation
Several Mental Health
Professionals and
Practitioners
Assessment
of
Situation
Advisor
Advisor
13
STUDENTS WITH MOTOR,
ORGANIC (medical) OR
SENSORY Impairment
STUDENTS WITH LEARNING
DISABILITIES, ADHD, ASD
OR SERIOUS MENTAL
HEALTH DISORDER
May 15, 2014
Stockholm,
Creation of the
Guidelines for Advisors
of Post-secondary Students
with Disabilities
14
Patrick Fougeyrollas, Ph.D.
President,InternationalNetwork on the Disability Creation Process (INDCP)
May 15, 2014
Stockholm,
The principles
and values underlying
advisors’ work
involve serving in compliance with
legislation and the obligations
of higher learning institutions, with respect
to students with disabilities.
15
Stockholm,
•The role of Disability Services
•The advisor’s roles, functions and skills
•Need analysis and the action plan
•The DCP : Disability Creation Process
•Record keeping
•Academic Accommodations
•Teaching challenges
•Financial assistance
•Information and awareness-building
•Universal Design in Education
•The policy framework
May 15, 2014
Topics of the Guidelines
16
The Advisor’s Functions
Follow-up
and Psychosocial
Support
Evaluation
of the Efficiency
of Support and
Accessibility
Measures
Development
of Action Plan
Advisor
Identification
of Support
and
Accessibility
Measures
Implementation
of Funding and
Action Plan
Stockholm,
Collaboration
with Partner
Networks
May 15, 2014
Needs
Analysis
Awarenessraising and
Promotion
17
The Advisor’s Skills
Stockholm,
Addressing Needs
by Recognizing
their Legitimacy
and the Principle
of Equity
Exercising Ethical
Practice in Full
Integrity and
Confidentiality
Advisor
Ensuring the
Implementation
and Follow-up of
Nondiscriminatory
Accommodations
May 15, 2014
Identifying
Barriers Based
on the DCP
Model
Offering Support
to Foster
Academic Success
and Progressive
Autonomy
Assuming a Role
of Counselling
Focused on
Common and
Shared
Responsibility
18
Needs Analysis
STUDENT University
Evaluation
Environment
Identify the student's
personal resources
and disability barriers.
Stockholm,
Using various documents
describing the student's physical
and psychological health
condition, identify:
the student's strengths, barriers,
disabilities, funding, existing
support and lifestyle.
May 15, 2014
Gathering
Information
Identify the student's
training plan, including
training structures,
criteria and academic
success requirements.
19
Identifying an Action, Accommodation or Adaptation Plan
Stockholm,
May 15, 2014
The DCP: Understanding the Concept of
Disability: From a Medical Model to a Social
Inclusion Model
20
Stockholm,
May 15, 2014
Concrete example of a disabling situation
for a student affected by the Asperger Syndrome
21
Tim Balcke,
Student
May 15, 2014
Stockholm,
Nobody knew my story
and I was worried
that my difficulties would not
really be considered.
But I rapidly noted the
opposite […]an advisor met
with me.
I opened up to her and a tutor
was assigned to me.
22
Executive
functioning
Attention
Memory
Accommodations*
Put in Place
Justification/Objective
Additional time for exams
To account for information
processing deficit and slower task
execution.
Isolated room and calm environment
for exams
To reduce visual distractions.
Listening to music
during exams
To reduce auditory distractions.
Setting up one schedule per
semester
To set up a time management plan
to meet deadlines.
Tutor(s), learning strategies
To structure the learning process to
frequently review materials to be
Anxiety
Stockholm,
Related
Symptoms
May 15, 2014
Academic Accommodations:
Case study Mark, ADHD, predominantly inattentive type
memorized.
Listening to music
To provide a calm environment.
23
Justification/Objective
Executive functioning
Lighter course
workload
To alleviate sense of falling behind in
work and being overwhelmed.
Concentration
Earplugs and
headphones
To reduce auditory distractions.
Attention
A computer to write
essay exams
To help structure texts.
Stockholm,
Related Symptoms
Accommodations
*
Put in Place
May 15, 2014
Academic Accommodations:
Case study Joan, ADHD, predominantly combined type
To allow time to go over answers
Impulsivity
Additional time for
exams
and
reduce errors arising from
impulsivity.
For the student to devise a plan
to solve problems.
24
Respecting differences
The pursuit of autonomy
Acceptance of faillure and right to excellence
The Professor-Student Contact
May 15, 2014
•
•
•
•
Stockholm,
Teaching Challenges
25
France Dufour,
Teacher
May 15, 2014
Stockholm,
The support resulting
from our complementary actions
can have effects that go way
beyond academic performance.
It can make all the difference
and determine the pursuit of
studies, and even have an impact
on the quality of life.
26
Design for Learning (UDL) are each in turn
subdivided into three sub-principles, with the
Stockholm,
Three main principles of Universal
May 15, 2014
Universal Design in Education
goal of providing a learning environment
accessible to all.
27
The first principle promotes several ways to
illustrate the material to be learned by
Stockholm,
“The What” Representation
May 15, 2014
Universal Design in Education
varying the modalities of perception,
language and comprehension.
28
The second principle highlights the
importance of the many approaches to
Stockholm,
“The Why” Engagement
May 15, 2014
Universal Design in Education
ensure student engagement, with respect to
student interests, perseverance and selfregulation options.
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The third principle proposes ways to express
acquired knowledge by using executive
Stockholm,
“The How” Expression
May 15, 2014
Universal Design in Education
functions, or physical and communication
options.
30
May 15, 2014
Stockholm,
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UDL Guidelines Graphic Organizer
http://www.cast.org/
by students with disabilities
• Directed to both teaching staff members and
the entire university community
• Take the form of written texts, video clips and
seminars allowing campuses to adapt their
practices to the needs of students with disabilities
Stockholm,
• To enhance knowledge of challenges faced
May 15, 2014
Information and Awareness-raising
for the University Community
32
• Cohesion of the team of professionals
• Dissemination of best practices in the
Stockholm,
• Framework that establishes the practice
May 15, 2014
Utility for students Service manager
university and inter-network
33
www.aqicesh.ca
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Stockholm,
May 15, 2014