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LAMAR UNIVERSITY
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Developed by Patricia Carlton and
Jennifer Hertzfeld, Ohio
State University
INTRODUCTION
Invisible disabilities are the most common type of disability among college students. For example, students with learning disabilities, Attention Deficit Hyperactivity Disorder and/or psychiatric disabilities may request accommodations even though they do not appear to have a disability. There are numerous other hidden or invisible disabilities such as heart condition, Chronic Fatigue Syndrome, Fibromyalgia, and Seizure Disorder. It is also important to remember that the severity of functional limitations do not depend on your ability to see the disability. There may be several students in your classroom with invisible disabilities. Of these students, only some will request accommodations. For those students who request accommodations, it is important to express your willingness to accommodate all types of disabilities and to be supportive of their accommodation requests. Ask the student to provide you with a memorandum from the Office of Services for Students with Disabilities (SFSWD). SFSWD produces these memorandums only for students who are registered with this office and for whom documentation of the disability is on file.
LEARNING DISABILITIES
DESCRIPTION
Students with learning disabilities often learn differently
than their peers. Although they have average or above average intelligence,
there is frequently a discrepancy between their ability and their achievement
in specific areas due to a central nervous system dysfunction. A learning
disability is a permanent disorder that interferes with integrating, acquiring,
and/or demonstrating verbal or nonverbal abilities and skills. Frequently,
there are some processing or memory deficits. Each student with a learning
disability may need different types of accommodations, services, and/or
supports based on what area(s) of learning is affected by the disability.
Students with learning disabilities may have difficulties with some of the
following:
Reading comprehension
Processing speed
Visual spatial skills
Written expression
Oral expression
Abstract reasoning
Mathematics
Auditory processing
Processing speed
Oral expression
Visual processing
Visual spatial skills
Auditory processing
Abstract reasoning
Visual processing
Keep in mind that one individual does not have difficulty with all of the
above-mentioned areas, just generally a few of those areas. Also, it is not
unusual for a person with a learning disability to be gifted in some areas.
GUIDELINES
Exam Accommodations
Once an accommodation memorandum is given to you, assist
these students in arranging for appropriate exam accommodations. You can
arrange these accommodations yourself or coordinate them with the Office of
Services for Students with Disabilities (SFSWD),
Multi-modality Instruction
Provide important information and assignments in both oral and written formats to help promote accessibility to course content. A multi-modality approach to instruction assists these students in finding a modality that is consistent with their learning strength.
Alternative Format
Coordinate with SFSWD to ensure that course materials will be available in alternative format. Some of these students need print material in alternative format (e.g., audiotape or electronic format). When the SFSWD or a student contacts you, it is important that you immediately provide information about the required textbook(s) and readings you will be using as well as any other reading expectations. It takes a considerable amount of time to convert materials into alternative format.
Study Aids
Provide study questions, study guides, and opportunities for questions and answers to help students review essential course content.
Exam Aids
Permit these students to use simple calculators, hand held spell checkers, and scratch paper during exams.
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
DESCRIPTION
Attention deficit hyperactivity disorder (ADHD) is
characterized by a persistent pattern of inattention and/or hyperactivity that
is more frequent and severe than is typically observed in individuals at a
comparable level of development (Diagnostic and Statistical Manual IV TR,
2000). Students with ADHD or ADD (without hyperactivity) may have difficulty
with one or more of the following areas:
Concentration
Following directions
Distractibility
Listening
Organization
Sitting for lengthy periods
Completing tasks
Transitioning
Sedentary tasks like reading
Planning
Some students with ADHD take medication for their condition. This
medication may be a stimulant, which actually calms them and helps him/her
focus on tasks. Anti-depressants may also be used.
GUIDELINES
Assistance with Structure
Provide a syllabus with clearly delineated expectations and due dates. Study guides, review sheets, and frequent opportunities for feedback are helpful in providing structure and organization.
Exam Accommodations
Once an accommodation memorandum is given to you, assist
these students in arranging for appropriate exam accommodations. You can
arrange these accommodations yourself or coordinate them with the Office of
Services for Students with Disabilities (SFSWD),
Access to Class Notes
Some of these students have difficulty focusing and concentrating and for this reason may need access to classroom notes. Your assistance may be needed to ensure that they get notes.
Classroom Distractions
If a student appears extremely distracted, it may be
appropriate to encourage the student to sit near the front of the class, away
from doors, air conditioning units, windows, or any other possible sources of
distraction.
PSYCHIATRIC DISABILITIES
DESCRIPTION
Students with psychiatric disabilities exhibit, “… a persistent psychological disorder or psychiatric disorder, emotional or mental illness that adversely affects educational performance and/or functioning and frequently requires medication” (http://disserv3.stu.umn.edu/AG-S/3-5.html, 1999). Descriptions of certain types of psychiatric disorders follow: Depression is a major disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, insomnia, and feelings of worthlessness or guilt. Bipolar disorder (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem and a decreased need to sleep; however, in the depressive phase, a person may experience a lack of energy and less self-esteem and interest in family, friends, and school. Anxiety disorders can disrupt a person’s ability to concentrate and cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear. Examples of anxiety disorders include panic disorder, simple phobias, and Obsessive-Compulsive Disorder (OCD). Schizophrenia can cause a person to experience delusions and hallucinations in addition to depressed mood and flat affect. In most situations you will not be aware that you have a student with a psychiatric disability in your classroom. Because students do not show any outward sign of the disability doesn’t mean that their disability is any less disabling than a more visible disability. Many of these students are fearful of and have faced stigmatization because of their disability. Some do not need or request any accommodations, and some require a variety of accommodations. For some the disability is temporary, while for others it is chronic. With medication and/or therapy, people with psychiatric disabilities may learn to manage their symptoms.
GUIDELINES
Exam Accommodations
Once an accommodation memorandum is given to you, assist
these students in arranging for appropriate exam accommodations. You can
arrange these accommodations yourself or coordinate them with the Office of
Services for Students with Disabilities (SFSWD),
Make-up Work
Collaborate with students about arrangements to makeup tests
and other assignments, allowing them extra time since these students may miss
class during serious psychiatric episodes.
Welcoming and Supportive Environment
Many students with psychiatric disabilities fear stigmatization
because of their disability so if a student shares his/her disability with you,
be supportive and welcoming when a student requests assistance in arranging for
accommodations.
Considerations for Teaching All Students with Disabilities
Universal Design for Learning
"Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting." for more information.) By incorporating Universal Design principles in instruction that allow students with disabilities access to the classroom, you may also be designing instruction that works better for everyone in the class. Classes designed with this concept in mind offer a variety of methods of content presentation, flexible teaching strategies, and options for demonstrating mastery of course content.
Expectations
Although many students with disabilities need accommodations, expect these students to perform at a level commensurate with their peers. Do not have a special grading scale or other criteria for them.
Guided Notes on the Web
Providing students with guided notes that they can access through the Web prior to class assists them with focusing on the appropriate material. It will help them to learn more effectively in the classroom as well as take better notes. (Visit http://www.osu.edu/grants/dpg/fastfact/notes.html)
Web-Enhanced Learning
If classroom materials are available on the Web, check with the Web Accessibility Center (WAC) to ensure that the web format is compatible with adaptive technology. (Visit http://www.wac.ohio-state.edu/)
Comprehensive Syllabus
A comprehensive syllabus with clearly delineated statements about expectation is helpful to students who need help with structure and organization. (Visit http://www.osu.edu/grants/dpg/fastfact/syllabus.html#statement)
Inappropriate Behavior
Students with disabilities are subject to the same code of
conduct required of any student at
Remember
It's your responsibility to support
1. Alternative Format
Many students need print materials in alternative format (scanned to disks, audio tapes, Braille, or enlarged). Work quickly with SFSWD and the student to make sure students get materials converted in a timely fashion.
2. Verification of a Disability
If you would like verification that a student has a disability, ask the student to provide you with a letter. SFSWD produces these letters only for students who are registered with this office and for whom documentation of the disability is on file.
3. Class Notes
Some students with disabilities have difficulty taking notes. They may need your assistance in getting a volunteer note taker, or you may provide them a copy of your notes and/or copies of overheads and other class materials.
4. Proctor Sheets
A student with a disability may ask you to complete a proctor sheet, a form that facilitates the administration of your tests with accommodations at SFSWD. It is essential for you to fill the form out completely and quickly so that arrangements can be made for exam accommodations.
Resources
The Ohio
State University Office for Disability Services (ODS) Website
The Ohio State University Web
Accessibility Center Website
The Ohio State University Americans with
Disabilities Act (ADA) Coordinator's Office Website
Do It Project
American Psychiatric Association, (2000). The Diagnostic and Statistical
Manual, 4th edition, Text Revised. Washington ,
DC
This Fast Facts for
Faculty is produced by The Ohio State University
Partnership Grant Improving the Quality of Education for Students with
Disabilities This publication is funded by the US
Home • Frequently Asked Questions • Faculty • Students
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This page last updated 6/11/08 .
© Copyright 2003, Lamar
University.
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