Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fB3Fbf012148; Mon, 3 Dec 2001 10:37:41 -0500 (EST) Date: Mon, 3 Dec 2001 10:37:41 -0500 (EST) Message-Id: <5DCA49BDD2B0D41186CE00508B6BEBD005B4EEAD@wdcrobexc01.ed.gov> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Crawford, June" <jcrawford@nifl.gov> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3799] RE: COmputer lab wish list X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 3394 Lines: 86 This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01C17C0F.9F2B1900 Content-Type: text/plain; charset="iso-8859-1" To Sue Jones and others at the college level: Rather than recommend anything for your new computer lab, I would like to raise some questions about support of students with disabilities. I understand the students don't have to "have the paper" to see you and receive services, but what happens in the classroom or in testing situations for those who do not have the diagnosis to show an actual disability? Do professors still let them have the accommodations or technological support? If not, are they being judged on their true abilities? Also, in helping students transition to the job market, how are you handling the possible need for the paperwork if they are to receive accommodations or use assistive technology in the workplace? We get these questions all the time and while we understand the difficulty with testing, the need for the diagnosis is often imperative in the workplace. June Justice Crawford Learning Disabilities Program Director Program Officer for Bridges to Practice National Institute for Literacy 1775 I Street, NW Suite 730 Washington, DC 20006 202-233-2064 Phone 202-233-2050 Fax ------_=_NextPart_001_01C17C0F.9F2B1900 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3Diso-8859-1"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 5.5.2654.45"> <TITLE>RE: [NIFL-LD:3796] RE: COmputer lab wish list</TITLE> </HEAD> <BODY> <P><FONT SIZE=3D2>To Sue Jones and others at the college level:</FONT> </P> <P><FONT SIZE=3D2>Rather than recommend anything for your new computer = lab, I would like to raise some questions about support of students = with disabilities.</FONT></P> <P><FONT SIZE=3D2>I understand the students don't have to "have = the paper" to see you and receive services, but what happens in = the classroom or in testing situations for those who do not have the = diagnosis to show an actual disability? Do professors still let = them have the accommodations or technological support? If not, = are they being judged on their true abilities? </FONT></P> <P><FONT SIZE=3D2>Also, in helping students transition to the job = market, how are you handling the possible need for the paperwork if = they are to receive accommodations or use assistive technology in the = workplace? We get these questions all the time and while we = understand the difficulty with testing, the need for the diagnosis is = often imperative in the workplace.</FONT></P> <P><FONT SIZE=3D2>June Justice Crawford</FONT> <BR><FONT SIZE=3D2>Learning Disabilities Program Director</FONT> <BR><FONT SIZE=3D2>Program Officer for Bridges to Practice </FONT> <BR><FONT SIZE=3D2>National Institute for Literacy</FONT> <BR><FONT SIZE=3D2>1775 I Street, NW Suite 730</FONT> <BR><FONT SIZE=3D2>Washington, DC 20006</FONT> <BR><FONT SIZE=3D2>202-233-2064 Phone</FONT> <BR><FONT SIZE=3D2>202-233-2050 Fax</FONT> <BR><FONT SIZE=3D2> </FONT> </P> </BODY> </HTML> ------_=_NextPart_001_01C17C0F.9F2B1900--
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