Introduction
It is the students’ responsibility to be aware of their own disability, plan ahead, be in contact with student accessibility services, and contact the classroom instructor (Student Accessibility Services 2003-2007). As like many universities, Dalhousie as a university indicated that they are responsible for giving the students the means of “providing equal opportunity” through accommodations and having Student Accessibility Services available to the students to provide counselling and to help set up the appropriate accommodations. But, what is the responsibility of the professor? Where do they fit into the picture? The current policy assumes the students already know of their disability; what of the students who learn of their disability only after enrolment? How can self-advocacy be reinforced to provide easier transition from school to the work world? It is in the professor’s instruction methods, the way the students are received, and tactics in handling concerns from students with disabilities.
There have been many studies regarding students with disabilities in higher education, primarily in the United Kingdom and United States. Universities, such as University of Alberta, have already drafted handbooks for students and professors (see references). Professors are the students’ main connection to the university and should be included in the process and given some material to work with to help provide better understanding of students with disabilities to achieve the equal opportunity atmosphere that is promoted to students.
The Professor and the Student with Disabilities
When a significant difference exists between the students’ culture and the school’s culture, professors can easily misread students’ aptitudes, intent, or abilities as a result of the difference in styles of language use and interactional patterns. Secondly, when such cultural differences exist, professors may utilize styles of instruction and/or discipline that are at odds with community norms. (Bigge and Stump1999, p. 270)
Nevin, Smith, and Udvari-Solar (1994) indicate that it is the student’s responsibility to contact the professor to address their needs for accommodation. The authors go onto say that “for individuals who are not as adept at self-advocacy, the professor may need to solicit student feedback at regular intervals. When faculty members demonstrate such receptivity, students become more comfortable sharing information about their learning needs” (Nevin, Smith, and Udvari-Solar 1994P. 119). On the same token, there does not want to be a “disability spread” (Van der Klift and Kunc 1994, p. 398-399) where the student receives too much help to a point where they are disempowered and unable to make their own decisions because the student becomes known as the student “with a disability” and nothing more. There should be a middle ground where the student feels welcomed by the professor to inform them of the disability and the professor is comfortable engaging the student in the classroom and learning. The student does not expect the professor to hold their hand throughout the process; handholding leaves the student feeling helpless. The student expects to be given the same chance as any other student. This may mean talking with the professor for a few extra minutes before and after class or setting up regularly meeting times to assist the student understands the material. Assistance could mean the professor giving the student handout copies of the lecture, or setting up a note taker. That little extra effort goes a long way. The student got into university because of their efforts and desire for further education; do not deny them the opportunities of achieving their university education.
Initial contact is imperative to the process of achieving equal opportunity. Already, many syllabi have a section about accommodations or special needs. Part of my recommendation is to ensure that all syllabi have this section and refer the student to SAS. The professor should not feel shy going over this section the students out loud; it would make the students feel more comfortable approaching the professor after class. Students with disabilities can find the system difficult to work with when communicating with faculty and staff. Getting information and negotiating arrangements can make the students feel uncertain, worried and frustrated (Madriaga 2007, P. 407). This is especially the case for first year students, these difficulties can make for an uneasy transition into university. Being patient, understanding and approachable encourages the students’ self-advocacy training[1]. Students are encouraged to talk with their professors about their disability talking creates awareness of their strengths and needs. Talking with faculty and staff gives students a chance to practice addressing their needs. Practicing self-advocacy may help students be successful in the transition from post-secondary education to employment (Roessler and Rumrill 1998). As the student becomes more comfortable doing this in the university setting, it will be easier to do in the work world.
Your disability support services provide definitions of types of disabilities and accommodation suggestions for students, staff, and faculty to review. Types of disabilities range from hyperactivity, learning, mental, visual, hearing, mobility, neurological, to physical health disabilities. Each disability may require different accommodations than the other. One major advantage in today’s world is technology. The availability of adaptive or assistive technologies has made it possible for people with disabilities to be a part of a regular classroom (Gyamfi 2000, P. 71). Using computers, microphones, and tape recorders should not be unfamiliar to professors in this technology age. Students and students with disabilities take advantage of them every day. Professors should as well, especially upon request.
Everyday Instruction Suggestions
- Talk to the class, not to the chalkboard:
o Talking to the chalkboard makes it hard to read lips.
o Talking to the chalkboard makes it hard to hear and understand.
o Body language and facial expression are as imperative to communication as talking.
- Classroom Arrangement:
o For students with mobility disabilities, ensure enough room for a wheelchair and/or seating in front of the classroom, especially if requested.
o For students with visual/hearing/learning disabilities, make available seating up front, if requested.
- Lectures:
o Have multiple formats available for the student, including handouts.
§ Contact your disability support services about converting materials to other formats, if requested by student and if you would like to know more about the process.
o Explain visual diagrams.
o Allow students to record lectures:
§ Keep recorder in location that will detect yours and others’ voices in the room, particularly during discussions.
§ Keep in contact with students to make sure that the recordings are working for them and if there should be a change in placement of the recorder.
- Other helpful notes:
o Keep open communication with the student.
o Contact your disability support services with any questions or concerns.
Policy Recommendations
- Require a section on students with disabilities in the syllabus wherein the students are referred to contacting both the professor and Student Accessibility Services.
- Draft an information package for faculty including disability types and suggested accommodations (see Appendix A for examples from University of Alberta and University of Saskatchewan).
- Suggest professors to be prepared to have office hours to sit and discuss needs and accommodations with students with disabilities.
- Provide services to create a strong liaison between Student Accessibility Services and the faculty.
Conclusion
Upon implementation of these suggestions and more research on the subject, I believe that by providing professors with more direct guidance and understanding about students with disabilities that students with disabilities as well as the general student population will greatly benefit. Creating an atmosphere of understanding and willingness to cooperate gives students hope of a bright future where they can feel comfortable in real life situations, such as those in the work world. University is not just about textbooks and labs, it is a growing experience. Let’s help prepare students for life inside and outside of our university.
Appendix A – Students with Disabilities and Faculty
University Policies and Guides
Students and Enrolment Services Division, University of Saskatchewan. 1994-2006. Information for faculty about disability services for students (DSS).
University Student Services, University of Alberta. (n.d.). Accommodating students with disabilities: A short guide for faculty.
References
Bigge, June Lee and Stump, Colleen Shea. 1999. Chapter 11: creating a context for learning. In curriculum, assessment, and instruction for students with disabilities. United States: Wadsworth Publishing Company.
Gyamfi, Alexander. 2006. Tailoring instruction of students with disabilities. In Ragains, Patrick (ed.), Information literacy instruction that works (p. 71-91). New York: Neal Schuman Publishing Inc.
Madriaga, Manuel. 2007. Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond. Disability and Society. 22:4, 399-412. Retrieved 29 September 2007, from InformaWorld.
Nevin, Ann I., Smith, Karl A., and Udvari-Solar, Alice. 1994. Cooperative group learning and higher education. In Thousand, J.S., Villa, R.A., and Nevin, A.I. (Ed.), Creativity and collaborative learning: A practical guide to empowering students and teachers (p. 115-130). Maryland: Paul H. Brookes Publishing Co.
Roessler, Richard T. and Rumrill, Phillip D. 1998. Self-advocacy training: Preparing students with disabilities to request classroom accommodation. Journal of Postsecondary Education and Disability. 13:3.
Student Accessibility Services, Dalhousie University. 2003-2007. SAS Handbook. Available Online: http://studentaccessibility.dal.ca/SAS_Handbook/
Van der Klift, Emma and Kunc, Norman. 1994. Beyond benevolence: Friendship and the politics of help. In Thousand, J.S., Villa, R.A., and Nevin, A.I. (Ed.), Creativity and collaborative learning: A practical guide to empowering students and teachers (p. 391-402). Maryland: Paul H. Brookes Publishing Co.
[1] Self-advocacy training is the student learning to be aware of their strengths and limitations, being able to describe how those characteristics affect their performance, and being able to request services and accommodations that enhance their productivity on the job from their employers (Roessler and Rumrill 1998). Self-advocacy is “the ability to advocate for yourself and ask for what you need” (Bigge and Stump 1998). The student learns be become a self-advocate soon as they learn about their disability/disabilities and is a lifelong process.
Originally written November 2007, as a Career Information Assistant and as an MLIS student at Dalhousie University.
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