Supporting Online Students With Disabilities: Strategies & Solutions For Providing Accommodations

On-Demand Training

$ 0.00

If you have any trouble registering, please contact us at 303-955-0415 or support@ieinfo.org.

Please register for this webinar using your college email to receive login information.

Registration includes institutional access to the recording for one year.

Challenge
With the flip to fully-online learning due to the pandemic and the anticipation that online learning will continue even when colleges return to in-person instruction, it is imperative to provide, improve, and maximize resources to offer equitable accommodations for students with disabilities regardless of the mode of instruction delivery. This panel discussion will address problems and suggest strategies and solutions for improving accommodation delivery in the online learning environment.

Key Takeaway
Learn strategies and solutions for providing accommodations and academic support for students with disabilities taking classes online.

Overview
The rapid transition from in-person classes to fully online instruction has significantly impacted students with disabilities accustomed to leveraging resources at assistive technology labs, directly communicating with instructors regarding accommodations, and support from staff and counselors at the campus DRC. It has been a challenge for faculty, staff, and students to move to a system that students with disabilities can utilize and the challenges that come with online instruction, and how best to deliver required accommodations.

A survey from the Association on Higher Education and Disability (AHEAD) found that students with disabilities were more likely to encounter online courses' obstacles. Including special technology training for their disability, lack of assistive technology, course materials, adapting to the LMS, and receiving accommodations from instructors. As online instruction continues into 2021, many students with disabilities are dropping out because of problems with receiving accommodations and support.

There is no doubt that the learning experience for students with disabilities can be less successful with online classes, especially as students' impairments have a wide range, and providing accommodations often requires creative planning, customized tools, and individualized assistance. Also, as faculty have moved their classes online, they are in a new environment when it comes to providing accommodations. Instructors can become inundated by the various types of disabilities they need to accommodate, and trying to develop a course design to meet all student needs can seem impossible.

Objectives

  • Understand the unique challenges online learning creates for students with disabilities.
  • Examine how online instruction can be designed to support students with disabilities.
  • Learn strategies to mitigate and improve accommodations for online learning.
  • Discuss successful solutions that institutions have adopted.
  • Explore options that could be leveraged to support faculty providing required accommodations.
    • Administration
    • Faculty
    • Online Learning
    • Student Services/Affairs
    • Instructional Technology
    • Disability Resource Center
    • Any educator interested in learning more about improving online accommodations for students with disabilities
    The numerous challenges provoked by the COVID-19 pandemic has significantly affected students with disabilities needing accommodations in online coursework. There is no predicting what the long-term outcomes will be for continued distance learning, but most educators believe online courses are here to stay as an option for college attendance. Thus it is imperative that all facets of developing, implementing and delivering accommodations for students with disabilities taking online courses must be embraced at institutions of higher education to ensure equity and success.
    Dr. Denise Swett.

    Denise Swett has worked in higher education over 30 years, at both public and private universities and 2 and 4-year colleges. She is well known for her engaging presentations at national conferences including the American Council on Education (ACE), the National Association of Student Personnel Administrator (NASPA), the League for Innovation for the Community Colleges, American Association of Community Colleges (AACC), National Orientation Directors Association (NODA), Annual Conference on the First-Year Experience and Midwestern Higher Education Compact. She has also served as the Community College Representative on the Washington Higher Education Secretariat Work Group, NASPA’s Community College Division Board and California Community College Chief Student Services Administrators Association Executive Board (CCCCSSAA).

    During her 11 years at Foothill College, Denise was the Administrator of the Year in 2009 and 2016 and was recognized for her work by the Association of Mexican American Educators of Silicon Valley receiving the Educator of the Year award in 2011. She also received the National Community College Administrator of the Year Award in 2012 from NASPA. Denise started her career in higher education working in student activities at the University of San Francisco for 11 years. She moved to community college serving as Dean of Students at Chabot College, Vice President of Student Services at Cañada College, Dean and AVP of Middlefield Campus & Noncredit Programs and Vice President of Student Services at Foothill College. Denise earned her BA and MPA at San Jose State University and her EdD from the University of San Francisco. Denise retired from higher education in August 2018 but remains committed to continuing her work assisting colleges to implement and enhance online services for students, developing support programs for undocumented/DACA students and providing trainings and professional development.

    Gail Rulloda

    Gail Rulloda is currently a full-time counselor for Disability Support Programs & Services (DSPS) at Napa Valley College. She also currently serves as an adjunct DPS counselor for Solano College where she also teaches and does counseling for justice-involved and justice-impacted students in the Students Overcoming Adversity and Recidivism (SOAR) program. Prior to working at both schools, Gail served as the Learning Disability Specialist and Instructor for DSPS at De Anza College where she still teaches one course.

    Gail brings a depth of experience working with students with disabilities, with expertise in LD eligibility testing, academic and personal counseling, classroom instruction, and curriculum development. She is a strong advocate for leveraging technology to engage all students with to support their success in college and works to provide pathways and transitions to college and careers. Prior to working in the California Community College system, she spent 9 years in the K-12 system teaching special education in both Resource Specialist Program (RSP) and Special Day Class (SDC). She also has extensive experience working with parents and families developing strategies for their children’s success in education.

    Being interested in all aspects of special education, Gail worked as an Early Interventionist serving and working with children 0-3 years old at Community Gatepath. There she was able to work with Regional Centers and a team of physical therapists, speech language pathologists, and occupational therapists.

    Gail has worked with instructional faculty, academic coaches, tutors, and mentors to provide additional, focused support for students with disabilities both in-person and online. She is committed to ensuring all students have access and support to achieve their academic goals.

    Gail is currently in the Ed.D. Educational Leadership doctoral program at San Francisco State University and is conducting research about justice-impacted students in the California Community College system. Gail holds a B.A. in Psychology and an M.A. in Special Education.

    San T. Lu

    San T. Lu is currently the Alternate Media Specialist at Napa Valley College’s (NVC) Disability Support Programs & Services while simultaneously serving as Vice President of Miraplex Diagnostics. At NVC he is responsible for facilitating the integration of access and student services technologies into teaching, learning, and student services. Prior to this San was the Supervisor and Interim Dean of the Disability Resource Center and Veterans program at Foothill College where he was responsible for implementing new applications and managing numerous online student services-related technologies. Through San’s diverse experiences and education, he successfully worked directly with Veterans, students with disabilities, older adult populations, foster youth, LGBTQ, DACA and other underserved student groups.

    San also worked at Stanford University School of Medicine as an Academic Research and Program Officer under various federal grants. During his 10 years with Stanford University San was the team’s Academic Research and Program Manager working on Federal funded grants.

    San is currently in the Ed.D. educational leadership, social justice, and equity doctoral program at San Francisco State University conducting research about justice-impacted students in the California Community College system. He also holds a bachelor’s degree in Business Administration from University of San Francisco and master’s in Gerontology from San Francisco State University.

    Bios current as of April 2021.

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    Boulder, CO 80301

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    You can buy the entire StudentLingo package (50 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.


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    This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.


    How have other schools leveraged reporting?
    • One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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      1. How will I know if StudentLingo was successful?
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    TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.


    Should the TutorLingo trainings be viewed in any particular order?

    No, each training is a stand-alone workshop, and they can be viewed in any order.


    What is the CRLA?

    The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.


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    Yes. CRLA members receive a 10% discount on TutorLingo.


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    • 8 Targeted Modules For Parents Branding (Logo On Every Page)
    • ADA Compliant & Responsive Design
    • Promotional Materials
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    • ADA Compliant & Responsive Design
    • Promotional Materials
    • Completion Reports & Standard Evaluations
    • Custom Branding (Logo & Institutional Photos)
    • 3 Additional Registration Points
    • Add & Edit Custom Content
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    • Designated Instructional Designer
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