Training Higher Education Institutions to Accommodate Students Who have Disabilities (Essay Sample)

Training Higher Education Institutions to Accommodate Students Who have Disabilities
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Training Higher Education Institutions to Accommodate Students Who have Disabilities
Higher education refers to studies taken at the University, University colleges and higher education institutions. Certifications in these institutions involve conferment of degrees and award of a higher national diploma. Disabilities may range from physical to learning ones. In an article by Mencap, a charity organization,” a learning disability is a reduced intellectual ability and difficulty with everyday activities-for example household tasks, socializing and managing money-which affects someone for the whole life” CITATION Men15 \l 1033 (Mencap_Charity). The Learning Disabilities Association of America explains that learning disabilities are neurologically-based processing problems. The association further advises that the processing problems can interfere with learning basic skills such a reading, writing, and math. Accordingly, people with the disabilities will take longer to learn, thus requiring support to understanding complex information, developing new skills and socializing with others. Learning disability affects intellect, and cannot be overcome with treatment; it is an incurable lifelong challenge. However, people with the challenges can succeed in schools, at work, relationships and community given the relevant support CITATION Lea15 \l 1033 (America). The learning-challenged have average or above average intelligence. The victim seemingly looks normal; bright and intelligent. Further examinations disclose deviations between the individual’s potential and actual achievements. The person may be unable to demonstrate skill levels of his or her normal age mates. In the past, higher institutions catered for able students. However, suggestions have been made so that these institutions can start accommodating even those students with disabilities. In doing this effectively, professors and higher institutions should be trained on how to teach the students and modify their instructional methodologies. This brief examines the different modifications necessary.
Training Higher Education Institutions to Accommodate Students Who have Disabilities
Statistics proves that these accommodations are on the rise CITATION Mar11 \l 1033 (Marklein, 2011) CITATION Mel10 \l 1033 (Vickers, 2010). Landmark College is a small, private institution that specializes in educating students with dyslexia. According to Professor Roxanne Hamilton, the college had developed strategies to stay focused when lecturers get boring, picked up on tips for staying on top of home works, and brushed up on their rights as college students with documented learning disabilities CITATION Mar11 \l 1033 (Marklein, 2011). By working on their handshakes, she advises the students that “ a firm grip will project confidence when they ask for what they need to succeed — be it extra time on tests, access to an instructor's notes or a distraction-free place to study” CITATION Mar11 \l 1033 (Marklein, 2011).
Individualized assistance for students with disabilities needs to be accommodated in the learning process. Such assistance aims at giving them equal opportunity to the learning environment: It is not intended at weakening the rigor of the course, nor for altering the primary aspect of the course. Every student has a unique learning disability. Subsequently, learning assistance should be tailored to individual needs CITATION Uni15 \l 1033 (Washington(UW), 2015).
As cases of learning disabilities noticeably rise, so have the realization and application of academic and technological strategies to accommodate the disabilities. While planning a course, instructors must consider on how to avail it even to those with disabilities. The Universal Design recommends the instructors to:
* Include in the syllabus a statement of an invitation for students to be open about their disabilities. All college resources dealing with the disabilities should be made known to them.
* Make early and clear the requirements of the course. Exams dates, due dates for assignments, and any changes to it should be communicated in advance.
* For printed materials, these should be provided in advance. Where possible, the material should be converted into electronic text. Such a move will allow enough time for students who use reading software CITATION Uni15 \l 1033 (Washington(UW), 2015). Such auxiliary aids and services will go along the way into helping the learning-disabled CITATION Dis13 \l 1033 (California, 2013).
* Multimodal presentation of classroom materials will help address a variety of styles and strengths. Presenting the material in oral and written format appeals to the appropriate senses of the learners. Objectives should be clearly stated, accompanied by periodic reviews of previous lessons and summaries. Brief, uncomplicated instructions need to be demonstrated, while also using multiple course assessment methods. Video captions enable visual and audible presentation of content. Though meant for the deaf, the captions also help those not proficient in English. The videos should be provided in the various learning centers, in varying modes CITATION Uni15 \l 1033 (Washington(UW), 2015).
* Accommodations should be availed for the classroom and assignments. In line with this, the student should be assisted in getting a note-taker from the class. They can also be provided with the instructor’s notes or be allowed to tape- record the lectures. Besides, for writing assignments, the learner requires additional time.
Especially for large assignments, students’ disabilities call for their assistance in planning the workflow. By breaking the assig...