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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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
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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.
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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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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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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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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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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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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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