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Date: Mon, 3 Dec 2001 11:25:05 -0500 (EST)
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From: "Susan Jones" <sujones@parkland.cc.il.us>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:3801] RE: COmputer lab wish list
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You wrote:
<<<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. >>>
Those are really good questions and ones we're wrestling with. One of the nicer "side effects" of my position is that, because it's not under the wing of the disabilities department, people who are leery of labels (several of whom had them in K-12 and don't want to "be in special ed any more") will come to us. We also, of course, struggle with all the problems with getting good diagnostic testing done. But my position is in addition to, not replacement for, services for students with disabilities.
I also perceive the lab as a way to make assistive technology less threatening both as a concept ("oh my, I must be seriously flawed to need to use this") and as technology ("how exactly *do* you use this stuff?") . One of my guys who didn't even want to talk testing ("15 years ago, in school, they had me in those special ed classes all through. I'm done with that. Ijust have trouble saying words.") -- well, we sat down with text-to-speech software and there he was, focused intently on the screen... all the right things happening. If this guy gets the chance to get up close and personal with the software, I think he's far more likely to put up with the testing process if that's what it would take for him to get access to it.
So, are there unidentified students with LDs? Sure... we're working to get 'em identified and get them what they need. And like any school we have teachers who are more and less cooperative and understanding. FOrtunately it seems most of the developmental level teachers are at least willing to learn and work with us; their main goal is to get the students learning, not hold some arbitrary "bar" up and watch people try to get over it.
And workplace transitions are another issue...
but I'm still getting this computer lab and would like to spend the school's money wisely. This money wouldn't be spent on getting students tested for disabilities; it's already marked for this computer lab. My students with and without paperwork are almost all primarily in need of learning fundamental skills in reading, writing, math, time management, intelligent reasoning, ... gosh, that's enough :) I'd love any input for tools to help make that happen
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