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- What are some 'tips' for helping a student with organization or attention problems to stay focused or be productive in a meeting?
Sometimes students with AD/HD and other attentional difficulties may seem not to paying attention, e.g., fidgeting, looking out the window, etc., even when they are listening to what is going on around them. A good way (in a one-on –one situation) to confirm that the student has understood what you are trying to communicate is to ask the student to summarize what you have said, e.g., "OK, just to make sure we're on the same page, tell me what I'm looking for you to achieve…." In a more formalized group setting, many of the best practice business tools are a 'de facto' universal design: written agendas, recorded and e-mailed minutes, published calendars, task assignment to specific individuals, post-its, etc.
- I have a student who is constantly interrupting other students, not allowing other students to answer questions. I think she may be a PLuS student, but she has not disclosed herself to me. How should I handle this?
No student, regardless of his/her status, should be permitted to consistently engage in behavior that negatively influences classroom learning. Meet with the student privately, and specifically identify the exact behavior that is causing a problem, e.g., “I really like how willing you are to participate in class discussion, but it is a problem when some people in the class do not have a chance to make their points.” Have specific examples in mind. Ask if the student has any solutions, and/or if this is an area s/he has worked on before. Come up with a plan to utilize in your classroom, “How about you speak three times, and then record any specific questions you have for me after class, or when I tap the podium with my pencil, it’s time to limit your discussion, etc.”
If the student does disclose PLuS participation, suggest that this is an area that s/he could work on with a PLuS Clinician or the PLuS Director and express your willingness to discuss specifics with the clinician, “Would you like me to tell PLuS the kinds of situations where we’re running into difficulty?” Also, contact the PLuS Director to discuss the situation and suggestions to assist you with this situation. If a student resists disclosing he/she has a disability, keep in mind that you are not to directly ask him/her; instead, you’ll have to continue strategizing with the student independently.
- If a student comes to me at the beginning of my first class, tells me he has a learning disability, and asks me to provide a specific accommodation, do I have to immediately spring into action?
Not unless he shows you verification that he has gone through PLuS.
If a student claims he has a learning disability, but has not registered with PLuS, explain that he must report there to show documentation of his disability. PLuS will determine whether the student qualifies for accommodations.
- A student in my class presented me with documentation from PLuS that she is eligible for extra time on tests. But I think that is unnecessary. Am I within my rights to tell the student her test is due when the others are?
When a student provides the proper documentation for accommodations, you need to comply. In other words, you may not unilaterally decide that an accommodation is unnecessary.
- I thought attention disorders are a childhood problem that disappears with age. So wouldn't my students who had AD/HD as children already have outgrown it?
People with attention disorders have them throughout their lifetimes. However, with age, those with AD/HD may be more able to control inappropriate levels of activity. And students often learn compensatory strategies to deal with focusing problems as they get older.
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- How do I bring up the topic of a possible LD with a student?
Start with what you have observed in you classroom or work situation. Try to say something positive as well as identifying the problem, e.g., I’ve noticed that even though you are consistently working when I walk by, you are often not able to complete the task within the allotted time.” Ask the student if this is what he/she has noticed, too. Ask if the student has any ideas about what may be causing this. Many times, this approach leads to the student disclosing that he/she used extended time in high school, hence, special accommodations for a disability. If the student discloses this, feel free to refer him/her to the PLuS Program for information on possible enrollment. If the student maintains no understanding of why this happens, and the student reports effort, suggest that the student contact the PLuS Director to discuss this situation and possible reasons. (See Make a Referral)
- A student who works in our office really lacks basic skills. It’s a problem for us, and I know she has trouble in her classes, too. Where should I send her to get help? She says she tries, but she’s not having success.
While difficulty following directions, inattention to detail, difficulties with reading and spelling, etc. can be signs of an LD and/or AD/HD, there can be other causes for this as well. You might refer the student to schedule a meeting with the PLuS Director, who can either make a recommendation for testing, or refer the student to another appropriate setting or DePaul resource for help. (See Make a Referral)
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- Can I correspond with a student regarding his/her LD or ADHD via e-mail?
As long as a student has disclosed his/her disability to you, you can communicate however is most convenient for the two of you. Many PLuS students, for example, find it convenient to e-mail exam administration forms to professors when they are scheduling exam proctoring in the PLuS office as well as explain how their disabilities are effecting their work in the course. Of course, your good judgement will dictate if the particular situation is highly sensitive and best handled in a one-on-one meeting.
- I’m an advisor. I’d like to know if the student I’m meeting with has an LD, but I’m hesitant to ask.
All students have a learning style and learning preferences --- here is a great conversation starter. Ask the student what’s the easiest and the hardest subjects for him/her --- why? If a student discloses prior learning difficulties, such as reading remediation in a resource room, you could ask if they are currently using PLuS resources and, if not, refer them to PLuS. If they identify language or attentional difficulties that are impacting their academics, you may also refer them to PLuS. (See Make a Referral).
- If a student says he has a learning disability and will need extended time for his tests, don't I have a right to know what the disability is and to see proof of the diagnosis?
No. Students are not required to identify the nature of their disabilities to their professors. But professors have a right to know if students who say they are disabled have been officially approved for accommodations.
If you have a question regarding the need for accommodations, contact PLuS. PLuS will have documentation regarding the student's disability on file. Staff cannot give you details about the disability unless the student has signed a written consent form, but they can inform you if the student has a documented disability and if the accommodation requested is appropriate.
If a student chooses to disclose his disability to you, it's important to maintain confidentiality.
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- I am advising a student who claims he has a learning disability and thus needs an exemption from his math classes. I referred him to PLuS, but he says they cannot grant it. What should I do?
PLuS does not 'issue' waivers; instead, PLuS may 'recommend' a waiver to Advising of a student's academic major department or LA&S who, in turn, may approve the waiver. PLuS reviews all documentation on an individual basis. Some students do receive waiver recommendations in certain areas of their documentation and academic attempts support it. Sometimes students take one particular course and a waiver is recommended for a different course if his/her disability would particularly impact his/her being successful, e.g., the calculations in a specific math course may be problematic, but the conceptual approach of a course such as ISP 120 may not. And sometimes, a complete math waiver may be recommended.
Math waivers are typically not recommended immediately when students begin their studies at DePaul. Upon entering DePaul, the PLuS Director usually meets with the student, reviews the student’s documentation and works out a strategy with the student for an initial math class. The Director monitors the student during that term, usually with consultation of the student’s math professor, to determine what impact, if any, the student's disability is presenting major challenges or not. After thorough assessment during and at the conclusion of the student’s term, a further course of action is determined including, but not limited to, a math waiver recommendation.
- A student asked me if she could take the test in a "noise-free" environment. Isn't a classroom with students quietly taking a test quiet enough?
Students with AD/HD are easily distracted. Many do need an environment quieter than the typical classroom. PLuS utilizes individual noise reduced testing rooms in SC 370 for students who need such accommodations.
- Will the same accommodations that worked for one student with AD/HD work for another with AD/HD?
Some students with AD/HD have a problem staying focused. Others with AD/HD not only have problems focusing, they also may find it hard to sit still or be silent during classroom discussions. So while sometimes these students will require some of the same accommodations, you should always treat those with attention disorders as individuals. Ask each student what accommodations have worked best in the past and why.
- A student with LD wants me to give him tests that use only essay exams or permit him to orally respond to the questions. Is this a legitimate request?
Remember that each accommodation must be considered on a case-by-case basis. The first thing you should do is contact PLuS to make sure the student has provided the office with documentation and that the office has suggested those particular accommodations.
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- Class participation is a key component of my class, and it is graded accordingly. I have had several students tell me they cannot participate because of their disability. However, the ability to present publicly is central to success in our profession, and it is implied as an achievement with conferral of a degree from our college. What should I do?
Start with asking the student if they know what makes it difficult for them. It may be as simple as pausing for a longer period of time before calling on someone, phrasing questions in simpler vocabulary, or furnishing some anticipated questions ahead of time. A student who has trouble facing and addressing the group may be fine with giving a PowerPoint presentation. If the student does not have suggestions and they are part of PLuS, s/he may be able to work with the PLuS clinician or the PLuS Director to strategize and to practice the necessary skills.
- One student in my class always seems to do the assignment wrong, mixing in directions from previous assignments, or leaving things out. I know the student is in PLuS, but could he be doing this on purpose? Everyone else in the class gets it right.
One common characteristic of LD and AD/HD students is difficulty in following directions and attention to detail. Many students find it difficult to process two kinds of information simultaneously, e.g. analysis and directions, oral and written communication, etc. Students may seem to ignore the auditory direction, for instance, while focusing on what’s written on the board. They may be able to attend to a lecture, but unable to record notes at the same time. Structuring directions so that information is conveyed in a multi-sensory format, using a checklist for multi-step assignments, and using visual and auditory cues to highlight specifics of directions, e.g., different fonts, different colors, writing hw additions on a specific board or in a different color, walking to a particular point in the room to record these, etc., may help reduce some of these errors. (See Instructional Strategies) If the problem persists and the student is using clinician services, you could ask the student to review the directions with his clinician prior to completing it. If the student does not utilize PLuS clinician services, you might suggest that he/she schedule a meeting with the PLuS Director to discuss this challenge further.
- My course as currently designed requires weekly writing assignments. I have noticed that some of my identified students routinely fall behind, and thus end up performing poorly. How can I restructure my course to continue to reflect my high standards of weekly achievement, yet better meet the needs of this group of students?
Your goal of demonstrating accumulated knowledge and understanding on a cumulative, weekly basis need not change; you may, however, wish to broaden the ways in which all of your students are invited to demonstrate that knowledge. If you give your students choices of ways to show their knowledge of some topics, e.g., class presentation, recorded narrative, panel discussion, etc., as well as the traditional writing task, you may see a richer quality of response from many students, not just the identified ones. (See Resources- Universal Design).
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