Transcript 50 (Thousand) Shades of Gray - AHEAD

50 (Thousand) Shades of Gray
Mastering the Interactive Process
Carolyn L. Boone, Coordinator of Access & Equity Services
Tompkins Cortland Community College
Randy Borst, Director of Accessibility Resources
University at Buffalo
Kelly Hermann, Director of the Office of College-wide Disability Services
Empire State College
WE HAVE NO ANSWERS… ONLY
QUESTIONS! 
Policy
• A well-written policy should cover all
accommodation requests. Generally there is no
need to have a separate policy to cover therapy
animals, or dining accommodation requests or
residence hall accommodations or … .
• EXCEPT: one reason to have such policies is to
remind other members of the college community
of the possibility of the need for accommodation
and the appropriate procedures to follow.
I have a policy that …
• Scenario from audience participant
Documentation: What the Writers Say
• Objective evidence of a diagnosis
– OR – it may be based on patient self-report
(depending on the diagnosis!)
• May or may not include testing
• Gives the DS provider an opportunity to think
about how a student might perform in an
educational setting
Documentation: What the Writers Say
• The most useful = the rarest
– Diagnosis (or description of the mental or
physical impairment)
– Summary of etiology, progress, and prognosis of
the condition
– Functional limitations
– Side effects of medications (if any)
– Triggering mechanisms/conditions to be avoided
– Recommendations
Documentation: What the Writers Say
• The least useful = the commonest
– Prescription-pad note: “ADHD. Takes Ritalin.
– Prescription-pad note: “Was seen in office for
depression and anxiety
– Hospital discharge along with general information
given to all patients with a particular diagnosis
– A stack of clinical exam notes
– Section 504 Plan or IEP that names no impairment
and lists only vague reasonable accommodations
Documentation: What the Student Says
• Most helpful
– Educational plans
– What’s working
– What’s not working and why if known
– Narrative of events relative to impairment and
limitations
– Accommodation history if there is one
– Reflections on personal/social/identity issues
– Accommodation request(s) if any
Documentation: What the Student Says
• Anecdotal evidence that fills in the gaps of
knowledge from medical or educational
documentation
• Allows DS to ask questions based on
knowledge of educational environment and
review of other documentation
• May confirm assumptions or raise new
suspicions – don’t be afraid to ask questions!
Documentation: What the
student says
• Least helpful
– What services do you provide?
– My mother can tell you everything.
– I have ______________ and I need help
• Translate to something helpful
•Our services are individualized. Did you have something
specific you’d like to tell me about?
•I’m sure your mother knows lots of things. What has she
shared with you to tell me?
•Let’s see if we can find out what would help you.
Documentation: Conflicting Evidence
• If student report differs from existing
knowledge of diagnosis or review of medical
or educational documentation, DS needs to
ask more questions
• How old is the documentation – does it need
to be updated? Have other things changed?
• Professional judgment is key!
Assumptions
• Be wary of assumptions
• We never say never, but if we never hear/read
again the phrase: “Is X accommodation
appropriate for Y disability” … it will be too
soon!
• Analyze what documentation and student say
about student and the individualized
circumstances.
Documentation: Conflicting Evidence
• If student report differs from existing
knowledge of diagnosis or review of medical
or educational documentation, DS needs to
ask more questions
• How old is the documentation – does it need
to be updated? Have other things changed?
• Professional judgment is key!
Clinical Settings, Internships, Labs
• Be proactive … this discussion can and should
happen during the initial interview
• It may come up again during subsequent
semesters as students change majors, or
major requirements change
• Students don’t know what they don’t know …
and neither do you; be open to modifications
• The interactive process is a 2-way street (this
means YOU can initiate a discussion!)
Scenario: Photography Lab
• Jacob Photoman, a student in the Art Program at
XYZ Community College is taking ART 123 –
Photography. The course syllabus indicates
among other technical activities, that the student
will be expected to load and unload film for
processing in the darkroom. The student
effectively has use of only one hand and attempts
to load and unload the film have resulted in
tearing the film.
• He comes to you requesting that he be allowed to
have someone else load and unload the film.
What do you do?
Scenario: Office Administration
Internship
• Helga Intern has spina bifida and uses a
wheelchair. She has some limitations in her
fine motor skills as well but has met the
requirements for 65 wpm with 5 or fewer
errors in her typing speed as well as all other
program requirements.
• What does the internship advisor need to
consider in placing her and what should her
supervisor know before she is placed?
Newly Acquired Disabilities
(And Long-standing Undiagnosed Disabilities)
• The interactive process is much more
complex
• Questions may need to be more intrusive
• Trial and error may be needed
• Educating and or explaining may be
needed
I have a student in a clinical who …
• Audience participant question
Scenario: Newly Acquired Disability
• Bob Builder was injured (broken back, several
surgeries to fuse vertebrae and a head injury that
makes his processing time slower) at his
construction job and can no longer complete the
tasks and duties of building houses. He decided
to come to ABC University for a degree in
business administration so he can start his own
general contracting business. He cannot sit for
long periods of time and has difficulty holding his
books to read. He has come to your office only
because his professor told him he should and has
no idea what to do or ask for.
Socio-Legal Construct
Help all understand that
• “Disability” does not mean “inability”
• SSN: Disability impacts performing in all
occupations for which applicant is qualified
• Workers’ Compensation: Disability impacts
current job because of workplace injury
• Identity as a PWD comes from personal response
to disability
• Disability culture and success make up identity
• Awareness of rights and responsibilities
Intake at a distance?
• What information do you miss by not seeing
the student in person?
• Initial contact is typically via email
• Phone interviews:
– Asking good questions
– Probing for understanding
– Trusting your instincts
• Follow-up is key!
Wrap Up And Questions