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Disability Information and Strategies

 

Disability Information and Instructional Strategies


A disability exists when a condition permanently affects to varying degrees, the ability of a person to perform normal daily activities. A disability is not necessarily the presence of a condition that interferes with the normal structure and function of the body.

Definition of a Disability

The BC Human Rights Code defines a person with a disability as anyone who has a physical or mental impairment.

Discrimination in accommodation, service and facility

8 (1)

A person must not, without a bona fide and reasonable justification,

(a) deny to a person or class of persons any accommodation, service or facility customarily available to the public, or

(b) discriminate against a person or class of persons regarding any accommodation, service or facility customarily available to the public because of the race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation of that person or class of persons.

Disability Categories

There is no universally accepted approach to defining the categories of disabilities. Those used in this section are intended to cover major categories likely to exist among the university student population. Within each category, there are variations between individuals in terms of actual type of disability, its degree, and its impact. As well, a person may have more than one disability.

SSD has compiled a list of general disability descriptions and suggested instructional strategies for each disability group. Not all of these strategies are necessary for all students, but all have been recommended for various students in the past. Instructors are encouraged to consider these alternative instructional strategies based on individual need. Instructors should contact SSD staff and faculty if there are any questions or concerns regarding a student with a particular disability or for more information on strategies.

  • Communication
  • Hearing Impairment/Deaf
  • Visual Impairment & Blind
  • Learning Disabilities
  • Mobility
  • Non Visible
  • Neurological
  • Psychiatric
  • Temporary Disabilities

COMMUNICATION DISABILITIES

Speech Difficulties

There are two types of speech difficulties:

i. Difficulty reproducing vocal sounds, articulation problems, or an unusual fluency pattern, as is the case in stuttering; or

ii. Impairment in the comprehension and/or use of language, whether spoken, written, or in symbol form.

This section is concerned with the former, while the latter is covered under Learning Disabilities. Speech difficulties range from problems with articulation or voice strength to complete inability to produce speech. Speech difficulties may be the only impairment an individual has, or may be accompanied by hearing loss, mobility impairment, or other disability.

The adaptations used to communicate with others will vary, depending on the person and the nature of the disability. Adaptations may include the use of a prosthetic device, such as an artificial voice box, or non-prosthetic techniques (e.g., use of a computer to produce speech). Almost all communication difficulties can be aggravated by the anxiety inherent in oral communication in a group setting.

Suggested Instructional Strategies:

  • Be patient and allow the person to complete his or her phrases.
  • Try to be relaxed and attempt to get the gist of what the person is saying.
    However, avoid guessing what is being said beyond more than one or
    two words.
  • Do not pretend you understand. It would be better (and preferred by the student)
    that you ask him or her to repeat what he or she previously expressed.
  • Avoid speaking excessively slowly or loudly as such adjustments are not necessary
    for most persons with a communication disability.
  • Allow for silence to give the student time to respond to a question. The person
    may simply need time rather than further explanation of the question.
  • Minimize external distractions so that full attention is on the communication.
  • Maintain eye level contact with the person.
  • Observe body language and facial expressions.
  • If the student is hesitant to speak, consider asking the student to prepare
    questions or comments in writing.
  • Include the person with a communication disability as part of the class
    and involve him/her in discussions and class plans.

HEARING LOSS

Hearing loss is an invisible disability that affects communication. It may occur in one or both ears, and hearing loss may range from mild to profound. Individuals with a hearing loss are grouped into two major categories: those who are hard of hearing and those who are deaf.

Hard of Hearing

Persons who are hearing impaired may rely on visual cues and the use of assistive listening devices, although adaptations vary with each individual. Some hearing impaired persons, particularly those with hearing loss from early childhood, may have speech and language irregularities or difficulties.

Many factors can contribute to a student’s inability to use residual hearing. For example, a student who has no difficulty in a quiet office may have difficulty functioning in a room where there is: ambient noise (ex. a hum produced by an air system or an overhead projector); poor acoustics (ex. a bank of windows that cause sound to reverberate) or more than one person is speaking, (such as in a seminar). The level of fatigue may also dramatically alter a person’s ability to discriminate language.

Deaf

This refers to a group of persons who share a common culture, including means of communication (sign language) which also provide the basis for group cohesion and identity. While there may be variation in degree of hearing loss in this group, it is usually so severe that everyday speech and environmental sounds cannot be heard or understood, even with the use of a hearing aid.

Visual cues are often mandatory for the comprehension of speech, and sign language is frequently the main means of communication.

Many individuals who use sign language as a means of communicating use English as a second language and may therefore have difficulty with written communication. These secondary effects of hearing disabilities need to be understood as physical limitations rather than as mental or intellectual weaknesses. The person’s clarity of speech can vary, depending on the age at which the hearing loss occurred. Sometimes a person who has no hearing may still choose to speak and lip read.

EDUCATION AIDS

Assistive Listening Devices

Many hearing impaired persons use one or two hearing aids that help to amplify sound. In addition, many persons use an assistive listening device that provides sound amplification. There are several types of such systems, each consisting of a transmitter and a receiver. Your cooperation in wearing the transmitter, when necessary, will assist the hearing impaired student participate in the classroom.

Note-taking or Taped Lectures

To allow students to concentrate on information presented orally or visually, some persons with hearing loss and all deaf students need supplemental note-taking. Please help find an appropriate volunteer note-taker. If the lecture can be audiotaped, some students may take notes from the tape in a less distracting atmosphere. In general, note-taking is the most effective means.

INTERPRETERS

Interpreters belong to a professional group bound by a Code of Ethics. They are trained to provide interpretation services in sign language for communication between deaf and hearing persons. Some interpreters also do oral interpreting. Please direct your visual and verbal communication to the deaf or hearing impaired person, not to the interpreter. While attention may initially be drawn to interpreters in a group situation, their role soon becomes accepted as an integral part of the communication process between deaf, hearing impaired and hearing people.

Sign Language

Among various sign languages are Signed English, which follows English language syntax, and American Sign Language (ASL), a visual language composed of precise hand shapes and movements. The latter is an independent language with its own distinct grammatical structure. However, it is not a universal language.

Often Sign Language is the individual’s first language and most students using it have had little chance to practice writing skills. The grammatical structure of ASL is vastly different from English and this may be reflected in written work. The interpreter may request a list of course-related terms or class outlines to prepare new signs.

Oral Communication

Some students prefer to use oral communication and an interpreter will sit close to the student and silently mouth the instructors words verbatim. This is commonly known as lip reading or speech reading.

HEARING LOSS

Suggested Instructional Strategies

  • Different seating arrangements may be necessary. If an interpreter is necessary,
    the student should be able to see both the instructor and the interpreter.
  • Ensure that you have the student’s attention before speaking. If not, wave
    your hand gently.
  • Maintain eye contact with the student. Do not turn away in the middle
    of a sentence.
  • Direct your comments or questions to the student, even if a third
    person such as a sign language interpreter is present.
  • Re-phrase a word or sentence if not understood the first time, rather than
    repeating the same words.
  • Speak normally without ‘over-enunciating’ or speaking loudly unless the
    circumstances require it. If you speak quickly, try to moderate your pace.
  • Avoid communicating when moving, as facial visibility may be reduced
    and background sounds may be distracting.
  • Repeat questions or statements from other students.
  • Make available in printed format as much of the lecture material as possible.
  • Use a whiteboard or overhead to reinforce spoken presentation.
  • Assist the student in identifying another student with whom to share class notes.
  • When possible, provide the student with class outlines, lecture notes,
    lists of new technical terms and printed transcripts of audio and audio-visual materials.
  • Do not hesitate to communicate with the student in writing when conveying important
    information.
  • Provide a list of words specific to your course/discipline to the interpreter
    as soon as possible.

VISUAL IMPAIRMENT & BLINDNESS

The definition of legal blindness in Canada is broad in scope and ranges from persons having a corrected visual acuity of 20/200 (10% of ‘normal’ vision) to those who have no sight. Some students have partial vision and may rely on residual vision with the use of adaptive equipment. Functional ability varies, depending on the length of time one has been blind, on training, personal experience and personality. The student is the best authority on functional ability.

Technical Supports

Although Braille is associated with blindness, only a small number of visually impaired persons are proficient in using it (2 to 3% in North America). The majority, especially those who become blind later in life, use other adaptive technologies such as taped books, personal readers, and/or computers which convert print into speech. The majority of visually impaired persons will use word-processing for written communication. Instructors are asked to permit these devices in the classroom, provided they are not overly disruptive.

Guiding a Person Who is Blind

  • Ask if the visually impaired student would like assistance, then offer your arm.
  • Ensure that when giving directions you are clear and accurate. Use left and right.
    Do not point and gesture.
  • Guide a student who is blind by slowing down when approaching steps or obstacles,
    and mention why you are stopping. Let the student know if stairs are ascending or
    descending, and try to put the person’s free hand on the railing.
  • When approaching a door, mention if it opens in or out.

Guide Dogs

Guide dogs are trained to lead a person with a visual impairment through daily activities. In the classroom setting, a highly trained guide dog will usually lie quietly at its owner’s feet. Guide dogs are not pets and should not be disturbed by staff or students when they are wearing their “working harness”.

VISUAL IMPAIRMENT/BLIND

Suggested Instructional Strategies:

  • Provide a list of assigned texts and support readings as far in advance of the course as
    possible. Students must make arrangements to have books taped or Brailled early, as this
    process may take up to several months.
  • Restrict your movement away from a tape recorder and repeat any student comments and/or
    questions to ensure they are recorded.
  • Read aloud any written material being presented to the class, including materials on the
    blackboard or flip chart.
  • Let the student know when you are leaving a room.
  • Try to verbalize briefly other visually presented material, such as slides or overheads or
    provide these well in advance to the SSD office for scanning into another format, usually
    etext or braille.
  • Consider the student’s need for preferential seating. Provide your name and shake hands, if
    appropriate, when meeting the student.
  • Use good contrast in printed material for persons who are partially sighted. Black marker on a
    white board has been found to provide maximum visibility.
  • Create a noise-free environment as unnecessary sounds can be distracting. For example, turn
    off the overhead projector when it is not in use.
  • If possible, make the material available for a private viewing/audio.
  • Talk and act naturally. The use of words such as “see” and “look” are quite appropriate.
  • Answer the person’s questions verbally. A nod or gesture will not be seen.
  • Speak to the blind person directly, not through a third person.
  • Address the person using his or her name.
  • Speak at a normal volume unless the person also has hearing loss.
  • The student has been provided with mobility orientation training before courses begin.

DEAF/BLIND

Deaf/blindness is an extremely low incidence disability. It is a dual disability, combining hearing loss and visual impairment that results in communication limitations. The scope of sensory impairments represented by deaf/blind individuals is significant and may range from mild impairment in one or both senses to total loss of both hearing and sight. Deaf/blindness can also be accompanied by additional disabilities such as cognitive delay and other physical impairments.

Students who are deaf/blind have complex functional needs that require different ranges of accommodations. Much of what we understand about the world around us is normally communicated through visual contexts and clarified through auditory channels (and vise versa). Deaf/blindness in individuals is compensated for in both senses and may require accommodations such as: sign language interpreting and intervening; specialized adaptive technology; environmental orientation and aids; application and registration assistance; tutorial support, etc.

Due to the complex and diverse needs of deaf/blindness in students, SSD will consult with teaching faculty well before first day of classes. Instructional strategies for deaf/blind students vary according to the individual and degree of impairment. Advance planning and problem-solving are usually crucial to the potential academic success.

Deaf/Blind

Suggested Instructional Strategies:

  • Beware of communication methods utilized by students who are deaf/blind: many students
    use tactile interpreting; some use signed English; others require small window interpreting
    (signing within a restricted range of vision). Awareness of these issues is critical.
  • Be willing to accommodate the needs of students who use adaptive technology such as closed
    captioning, FM systems, TTY’s, amplified phones, CCTV’s, large print computers and
    materials, braille, and magnifiers.
  • For students who rely on residual hearing, environmental noise, poor acoustics, the speaker’s
    voice pitch, volume, patterns and accents will impact the quality of the communication process
    in the classroom.
  • Students require the assistance of an interpreter/intervener or team interpreting in the classroom.
    Some adaptation to classroom activities may be needed.
  • The communication process for a student who is deaf/blind is much slower than that of a
    hearing student. Curriculum may take longer to deliver and or time may be required for
    clarification of course content. Instructional faculty should be flexible and available to meet
    with a student and his/her interpreter on a regular basis.
  • Guides are required so that students are provided with safe access to all aspects of campus
    activity. This may include access to and from the classroom, field trips, lab activities, etc.

LEARNING DISABILITIES

 A learning disability is a deficiency in the processing of information. It is a disorder in one or more of the processes involved in understanding, perceiving, or using language or concepts. This disorder may manifest itself in listening, thinking, speaking, writing, reading, spelling and/or doing mathematical calculations. It is neither an intellectual impairment nor an emotional problem. These disorders are intrinsic to the individual, presumably due to central nervous system dysfunction, and generally remain throughout the life span.

The following definition of learning disabilities is accepted by the Ministry of Advanced Education. "Learning disabilities" is a generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, coordination, communication, reading, writing, spelling, calculation, social competence and emotional maturation.

Learning disabilities are intrinsic to the individual and may affect learning and behavior in any individual, including those with potentially average or above average intelligence.

Learning disabilities are not due primarily to visual, hearing or motor handicaps; to mental disability, emotional disturbance, or environmental disadvantage, although they may occur concurrently.

Learning disabilities may arise from generic variations, biochemical factors, events in the pre- to perinatal period, or any other subsequent events resulting in neurological impairment.

Accommodations for students with learning disabilities vary and are determined by the form of learning disability present, the individual’s coping strategies and the manner in which course material is being presented and/or assessed. Discussion with the student often provides the most useful information regarding accommodation strategies, if the student is willing to share information.

 While a learning disability cannot be cured any more than a physical or visual disability, learning by a student with a learning disability can be greatly improved by instructional intervention and compensatory strategies. A variety of instructional modes that incorporate audio, visual and/or hands-on interaction can enhance learning for students with learning disabilities.

Learning disabilities may include a student having difficulty with:

  • Reading or understanding printed material.
  • The processing of auditory information, particularly in a limited-time situation such as a lecture.
  • Producing written material, particularly when writing under strict time constraints, such as
    those present in examination situations.
  • Computational skills.
  • Remembering details, even when concepts are understood and can be integrated.
  • Coordination, which may interfere with activities such as writing or reading.

A student with a documented learning disability meets these criteria:

  • Demonstrated deficits in achievement in one or more of the basic academic areas, that is, reading, written language, or mathematics.
  • Academic performance is significantly discrepant with the student’s general intellectual ability.
  • No other primary disability is present (e.g., emotional disturbances, sensory disability, or
    history of adverse educational opportunities, or cultural disadvantage) to which the academic
    dysfunction can be attributed. However, learning disabilities may coexist with the above-
    mentioned factors.

Note: Since a learning disability is an exclusive identification, an important factor in understanding a learning disability involves screening out such things as physical problems related to hearing and vision, study skills deficits, or cultural background. Each of these possibilities is discussed and explored extensively within the assessment process.

Learning Disability Needs Assessment

Formal identification consists of a recent psycho-educational assessment conducted by a registered psychologist.

Students with learning disabilities must provide appropriate documentation, (i.e. a full psycho-educational assessment report dated within the past 3-5 years) in order to receive academic accommodations.

Students who have insufficient documentation, or who may have only suspected the presence of a learning disability (undiagnosed to date) should be referred to a Disability Advisor to explore possibilities for acquiring screening assessment through the Learning Specialist.

SSD is available to help students who have been formally identified with a learning disability to access appropriate academic accommodations. This ‘formal identification’ consists of a recent psycho-educational assessment conducted by a registered psychologist or school psychologist. This assessment includes IQ and other intellectual ability tests, as well as memory and sometimes personality tests. In addition, timed and un-timed achievement tests in various areas are undertaken to determine need for accommodation. A Learning Specialist within SSD evaluates the appropriateness of these recommendations in a university setting.

Learning Disability Assessment Process

Students registered for at least one semester at Kwantlen Polytechnic University may make an appointment with a Learning Specialist to explore the possibility of a learning disability.

  • Student is referred or self-refers to a Disability Advisor for an intake interview.
  • Student completes Screening Inventory for Suspected Learning Disability.
  • Student obtains the following documentation (where applicable):
    1. previous psycho-educational assessments that demonstrate consistent patterns
    2. current support documents (ex: interview comments, transcripts, writing samples, adjudication requests, etc.)
    3. current achievement diagnostic scores
    4. current IEP and/or adjudication requests
    5. developmental history
  • Student submits all requested information to Learning Specialist.
  • Learning Specialist recommends academic accommodations based on compilation of background information and assessment results.

LEARNING DISABILITIES

Suggested Instructional Strategies:

  • Provide a course outline and reading list several weeks in advance of course registration in
    order to assist students in arrangements for having reading material audio-taped or put on disk
    in e-text.
  • Provide handouts or formulas or allow the student to copy materials such as overheads and/or
    class notes ahead of time.
  • Be sure models, diagrams, graphs, and maps are clear, and allow extra time for students to
    copy before or after class.
  • Highlight print by varying the letter size, underlining, or changing the font and spacing.
  • Recognize that some students may require the use of a tape recorder or note-taker.
  • Organize information sequentially to increase the student’s ease in course comprehension.
  • Minimize classroom distractions.
  • Speak clearly and slowly and avoid talking while writing on the board, as students benefit from
    eye contact.
  • Provide a brief summary of the previous class at the start of each lecture to ensure sure that
    students understood the important concepts.
  • Make exam and test results available for the student to review for feedback.

MOBILITY IMPAIRMENTS

Mobility impairments range from a lack of coordination to complete paralysis.

Mobility impairments include a number of disabilities that have in common the loss of function in areas of independent movement. These range from a lack of coordination to complete paralysis. Often, the only accommodation required is physical access to the classroom and an appropriate place to sit.

The impact of a mobility impairment on an individual’s participation in post-secondary education is unique to the individual. It depends on the specific nature of the disability and the individuals means of dealing with each situation. It is essential to recognize that the individual is the expert regarding the impact of their disability in an academic setting.

It is also important to recognize that two individuals with essentially the same disability may require entirely different accommodations. Instructors should meet with each student to outline course requirements and expectations and allow the student to identify problem areas. This may also be done in advance with an SSD staff or faculty member.

There are two types of physical impairments, orthopedic impairment and neurological impairment.

Orthopedic Impairment involves a deformity of the skeletal system (bones, joints, limbs and associated muscles and ligaments). The impairment can be the result of a congenital anomaly (e.g., clubfoot, spinal bifida), the result of disease (ex: muscular dystrophy, arthritis), or the result of trauma or accident (ex: amputation).

Neurological Impairment involves the nervous system and affects the ability to move, use, feel or control certain parts of the body. Neurological impairment can be the result of a congenital anomaly (ex: cerebral palsy), the result of disease (ex: poliomyelitis, multiple sclerosis), or the result of an accident (ex: spinal cord injury, head trauma).

Suggested Instructional Strategies:

  • Allow sufficient space and aisle movement for students in wheelchairs or for students who use
    crutches or braces. A change in the location of the course may be necessary if the room is
    physically inaccessible.
  • Ensure that the student can see the instructor, whiteboard and screen. Often space near the
    front of the class and near an exit is best.
  • Have equipment and supplies located in close proximity to the student.
  • Speak directly to the person who is mobility impaired. Consider sitting at eye level with the
    person in the wheelchair, if the conversation lasts more than a few minutes.
  • Use common, everyday language, including words such as ‘walk’ or ‘run’.
  • Students with arm or hand dexterity problems may require note-takers, tape recorders, use of a laptop computer,
    or a combination of the above.
  • Allow for breaks as the student may require an opportunity to move around or take frequent
    breaks during long lectures. Again, allowing the student to be seated near an exit will limit the
    distraction to other students.

NON-VISIBLE DISABILITIES

Neurological, psychiatric and medical disabilities comprise the broad category of hidden disabilities. Learning disabilities may also be included within this disability category.

There exists a broad range of hidden disabilities and disorders for which some form of accommodation may be essential in order for individuals to be successful and compete equally in an educational environment. It is not uncommon that a student with an invisible disability will have a greater need for accommodation than a person with a visible disability, such as paraplegia.

Instructors are invited to contact the SSD staff and faculty if there are any concerns about appropriateness of academic accommodations for a student in their courses.

Examples of Non-Visible Disabilities

Below are just a few of the more commonly known medical conditions that may require academic accommodation and additional support:

Addiction(s) (Alcohol, drugs, gambling, etc.)
Cancer
Cardiovascular problems
Chronic fatigue syndrome
Chronic pain
Fibromyalgia, arthritis, back injuries etc.
Diabetes
Environmental allergies
HIV-infections
Hepatitis-C
Kidney disease
Lupus
Migraines

NEUROLOGICAL DISORDERS

Head injuries are usually caused by a direct injury to brain tissue. The part of the brain affected can vary; each area of the brain controls a different body function from muscular control to speech, memory, or personal attributes. The impact of a head injury can be severe and far-reaching. In most cases, the individual must establish new ways of functioning in a number of areas.

Epilepsy refers to a condition in which seizures can occur chronically and repeatedly as a result of abnormal electrical activity in the brain. Seizures are sudden, brief, temporary states due to uncontrolled brain electrical discharges. For many adults, epileptic seizures may be largely or wholly controlled by anticonvulsant medications. Seizure activity is often exacerbated by stress.

PSYCHIATRIC/PSYCHOLOGICAL DISABILITIES

Depression

Depression is a normal reaction to disappointment or loss that lasts for hours or a few days and gradually disappears. However, clinical depression (sometimes called mood disorder) refers to an extended period of time within which an individual remains depressed and is unable to function or cope well with daily activities. Clinical depression may be episodic or chronic in nature. Winter depression, or seasonal affective disorder (SAD), for example, occurs only during the autumn and winter months.

Manic depression

Manic depression (bipolar disorder) presents as episodes of unusually elevated or expansive mood, accompanied and/or followed by periods of clinical depression or other symptoms such as extreme irritability or unpredictable emotional changes.

Anxiety

Anxiety is prevalent among students and may be a transient reaction to stress. While mild anxiety may promote learning and improve the student’s functioning, severe anxiety may reduce concentration, distort perception and weaken the learning process. Anxiety may manifest as withdrawal, constant talking, complaining, crying, fantasizing, or extreme fear, sometimes to the point of panic.

Schizophrenia

Schizophrenia is a disease of the brain that has a biological basis. The onset usually occurs between the ages of 16 and 25 and is characterized by a constellation of distinctive and predictable symptoms, including thought disorder, delusions and hallucinations. Treatment may involve periodic hospitalization and neuroleptic medication to control disruptive or troubling symptoms. When schizophrenia is treated and under control, individuals can manage daily activities, including fulltime employment or an academic program of study.

Instructors are invited to contact SSD staff & faculty for more information about the impact of these kinds of disabilities, or if there are questions or concerns regarding the appropriateness of an academic accommodation.

Suggested Instructional Strategies for Psychiatric Disabilities:

  • Provide a list of readings as early in the term as possible.
  • Allow for seating arrangement modifications if required.
  • Allow scheduled breaks for lectures and during tests and examinations.
  • Provide personal feedback on academic performance.
  • Allow the possibility of written assignments in lieu of oral presentations (or vice versa).
  • Discuss inappropriate classroom behavior with the student privately if it is a problem in class,
    directly outlining limits of acceptable conduct.
  • In your discussion with the student, do not attempt to diagnose or treat the psychological
    disorder. Concentrate only on the student’s behaviors in the course.
  • If the student approaches you for therapeutic help, refer the student to the counselling department.
  • Allow extra time on tests and/or examinations if approved by SSD.
  • Provide a separate, distraction-free room for writing tests and/or examinations.

Note: A wide range of counselling, advising, and support services are available to students attending Kwantlen Polytechnic University. Students who notify their instructor that they have a psychiatric condition, and they would like assistance, should be referred to SSD or counselling.

TEMPORARY DISABILITIES

Temporary disabilities may include fractures, severe sprains, recovery from an operation, viral infections such as colds, flus. These disabilities usually call for temporary accommodations and may have varying impacts on the student’s ability to function in his or her usual manner. Students with temporary disabilities are required to contact their instructor and work out a reasonable accommodation or should be referred to counselling.