Notes on Accommodations for Students with Disabilities
Accommodations for Students with Intellectual Disabilities
General Program and Access
Most commonly requested accommodations:
Extended time to test, allowing students more time to process information and complete assessments.
Permission to use a computer to type written responses in exams, which can assist with legibility and organization of thoughts.
Other accommodations exist, but the focus is on the most frequently requested to ensure effective support.
Determining Eligibility for Accommodations
A robust website provides detailed information on eligibility criteria and the application process.
The process starts with an accessibility application, which formally initiates the request for accommodations.
Students need to follow documentation guidelines to provide the necessary information to support their request.
Documentation drives accommodation assignment, ensuring that accommodations are tailored to the student's specific needs.
For mental health disabilities, comprehensive documentation from a psychiatrist or mental health therapist is required.
The documentation should include detailed history, specific disability limitations, and clear recommendations for accommodations.
Recommendations are suggestions provided by professionals; accommodation assignment is done on a case-by-case basis, considering individual needs and circumstances.
The review process includes:
Reviewing the documentation to understand the nature and extent of the disability.
The student's self-report, providing their perspective on how the disability impacts their academic performance.
An intake process to decide on appropriate and reasonable accommodations that align with the student's needs and the academic environment.
The website provides full details on medical and mental health documentation requirements, ensuring transparency and clarity for students and professionals.
Students with hearing impairments are required to submit an audiogram as part of their documentation.
Evaluation of Medical Documentation
A dedicated team evaluates the medical documentation provided by students.
The team meets regularly, twice a week, to review applications and accommodation requests efficiently.
They determine if more information is needed to make an informed decision about accommodations.
An intake specialist manages the cohort of students, providing support and guidance throughout the process.
If a student requests multiple accommodations but provides limited documentation, supporting documentation is requested to ensure a comprehensive assessment.
The evaluation process involves a committee composed of the Office of Accessibility staff and senior staff, ensuring a thorough and equitable review.
Supporting Students with Intellectual Disabilities
A thorough intake process is essential to understand each student's unique needs and challenges.
Explaining the difference between accommodations in high school and college is a significant challenge that needs careful attention.
In high school, the focus, guided by the IEP (Individualized Education Program), is on ensuring the student completes high school successfully.
IEP (Individualized Education Program) is a support of education document
In college, the focus shifts to access rather than just success, emphasizing equal opportunities and participation.
Students may have been overly accommodated in high school, which can create adjustment challenges in the college environment.
The intake process includes discussing the student's history, limitations, and previous accommodation experiences.
Students are informed that all support services are available to all students regardless of disability, promoting inclusivity and awareness.
The transition to college can be particularly difficult for students with intellectual disabilities, requiring additional support and guidance.
Some students may not have experience writing their name on assignments, highlighting the need for basic skills support.
Students need to understand available options and alternatives to make informed decisions about their education.
The IEP serves as a historical document, providing valuable insights into the student's educational background.
Students will not automatically receive accommodations they had in high school; each accommodation is evaluated based on the college context.
For visually impaired students, assistive technology options are available to enhance their learning experience.
All accommodations are evaluated meticulously on a case-by-case basis, ensuring fairness and appropriateness.
Students with learning disabilities are often easier to accommodate through measures like extended time and calculator use.
Inclusive Education
Students with intellectual disabilities may be enrolled in inclusive academic courses alongside peers without disabilities, promoting integration and social interaction.
Need to differentiate between learning disabilities and intellectual disabilities:
Learning disabilities is an umbrella term, and intellectual disabilities fall underneath.
Students with intellectual disabilities may not have a high school diploma and cannot own credits.
Students with intellectual disabilities who have graduated high school are very few and far between.
Unlimited Program
Students cannot apply to BCC (Borough of Manhattan Community College) directly because they do not meet the standard requirements as they typically do not possess a high school diploma.
The Unlimited program is a collaborative partnership with AHRC (a state agency), aimed at providing educational opportunities.
The program originated 10 years ago as the Melissa Regio program, focusing on inclusive education.
Initially, five students each year would audit classes without formal expectations, offering a low-pressure learning environment.
CUNY (City University of New York) evolved the Riggio program into the Unlimited program, expanding its reach and impact.
The program is now implemented on three different campuses, increasing accessibility for interested students.
Five students each semester come to BCC through the Unlimited program, contributing to the diversity of the student body.
Students apply to CUNY Central, and AHRC reviews eligibility, ensuring appropriate placement and support.
The program provides a meaningful credential, recognizing the students' accomplishments and dedication.
It's structured as a three-year program at BCC and a four-year program at other institutions, providing a comprehensive educational experience.
It requires social, vocational, and career planning components, preparing students for future success.
The credential holds significant value for the students, enhancing their opportunities and self-esteem.
BCC initiated the program in 2023, further expanding inclusive education initiatives.
Navigating Mainstream Classes in Unlimited
Students are integrated into mainstream classes (non-credited) primarily for the experience early on, fostering social inclusion and engagement.
Because it is a meaningful credential, specific learning outcomes need to be addressed and achieved.
Students are expected to complete at least 60% of the coursework to demonstrate their commitment and progress.
Students apply for financial aid to support their participation and typically take two classes each semester.
The process involves:
Requesting the professor's syllabus to understand the course content and expectations.
Reviewing the learning outcomes of the class to identify key learning objectives.
Identifying outcomes for the student based on their individual limitations and abilities.
Adapting learning outcomes to fit the student's abilities, ensuring achievable goals.- Example: While the general population needs to develop a strong thesis statement, an unlimited student may demonstrate knowledge and understanding of developing a thesis statement.
The aim is to adapt the criteria so the student is meeting 60-70\% of the learning outcomes, demonstrating meaningful learning and growth.
Collaboration with Faculty
There can be resistance from faculty due to various factors, requiring proactive communication and support.
Regular meetings with each professor every semester are necessary to facilitate collaboration and address concerns.