Chris,
This gets back to the basic principle -- we do not lower standards or expectations simply because the student has a disability. HOW they produce the finished product may be different because of disability, but the quality of the product is to be graded on the same basis as that of any other student. Good job!
Dr. Jane Jarrow
In going back to the question being asked, I would definitely expect papers be typed on a computer and "spell check" used. Also "study buddies" where they share their work with a classmate or two who might see a spelling error that was missed. Also, our school, as do most I assume, have tutoring hours each week where students can get Math help from a Math teacher or help with papers (grammar, spelling ...) from English teachers.
In other words, if it has been made clear that spelling errors will be a reduction in their grade, then I would hope all students would make use of available assistance and turn in work with no spelling errors!
James,
That sounds like a very fair resolution. Since we never want to reduce the quality of what is expected, the way to go is simply to assure that students with disabilities have the OPPORTUNITY to create the same quality of work!
Dr. Jane Jarrow
Dear Dr. Jane,
In this scenario, I would certainly encourage the student to utilize word processing software to check for errors, as well as, offer one rewrite per class for a higher grade to all students. Certainly, I would extend any students support in troubleshooting spell check/formatting issues with the word processing software during office hours.
Glennda,
That's what accommodation is all about -- giving students a chance to demonstrate their mastery (and thus achieve success), NOT to promise success.
Dr. Jane Jarrow
I agree that it is important to be mindful of a student's disability, but it is also important to be sure they demonstrate mastery of course objectives. They should be able to manage the coursework if they are going to get credit for the class.
Jamie,
Helping students learn to MANAGE their disability (that is, helping them find coping strategies that allow them to perform at the same level and meet the same expectations as their peers) is the best way that an institution can support its students with disabilities!
Dr. Jane Jarrow
At the college I work at, for a student with a learning disability that affects their spelling, they are encouraged to use Microft Word to type their papers and use the spell check to help with their spelling errors. They are also strongly encouraged to use the tutoring services at the college, where a tutor will proofread their paper for them.
Jennifer,
Spell check, too, is a form of universal design. Built in to the standard word-processing software is something that will allow individuals with significant disabilities in this area to produce a final product that looks just like that of others without their difficulties. Isn't modern technology grand? GRIN
Dr. Jane Jarrow
All of my classes are in computer labs, so I allow all students the opportunity to use spell check. This doesn't single out the student with a disability, and it also allows the students to use resources that they wouold be able to access if a paper was written at home.
David,
It sounds as though you have already identified both the difficulty and the solution. Now you just need tools to help you reach that end. I have a rather unusual suggestion for you. Check out the work of Marc Prensky at www.marcprensky.com/. He is a fascinating gentleman who believes that anything can be taught through games... and he has experience to support it!
Dr. Jane Jarrow
A good portion of our curriculum in French Cooking School Reies of the memorization of hundreds of French cooking terms and techniques. Due to the language barriers of my low performing students from High School, students with Spanish as a first language, and my students with disabilities, we have to develope learning methods that collaborate the students and have them help each othe rin fun and engaging ways to make the sought after knowledge attainable. The mountain is easier to scale if we all work together. I would like to learn new tools for achieving this goal.
Daniel,
Sounds like you have found your own version of the Golden Rule! GRIN I am sure your students appreciate both your patience and your insight.
Dr. Jane Jarrow
My son was diagnosed with dysgraphia in Jr. High.
He can tell wonderful stories and give great essay answers verbally, but when he tries to write his thoughts he goes blank. He can answer verbally any test question correctly then procede to bubble in the wrong spot on the scantron.
We were lucky and the school alowed him a helper during scantron tests. He also fared well with a keyboard instred of writing.
Every time I find a student in my class that has
a disability i hope to treat them as I would want my son treated.
lloyd,
That's great! While supporting students with disabilities at the college level is not the same as "Special Education" at the K-12 level, being willing to be creative in the way you present information to students at the college level (that is, being flexible without lowering standards) can make all the difference in the word for students with disabilities.
Dr. Jane Jarrow
I work with Mr. Miller he has showed me how to help people at our school and guided me in becoming a good instructor when we have students with learning problems and with these learning tools from the Center foe Excellence in Education it has made me more focused when I have students with disabilies to improve myself.
Don,
Sounds as thought you are making some good inroads into what is called "universal design" -- the idea of designing programs and services in such a way as to make everything available to everyone, as much as possible, from the beginning. The idea of creating the lists of terminology and acronyms sounds like a form of "guided notes." If you have never heard/investigated the concept, you might want to Google it and take a look!
Dr. Jane Jarrow
I teach at a vocational institute. We allow and incourage our students to use the student computers in our resource center. They can access the spell check function from the toolbar to check their work. I also keep a Webster's dictionary in the room for the students.We usually do not grade on spelling errors, however we want to provide tools that will enhance the student experience and knowledge. We also have all of our tests downloaded onto MP3 players that our disabled students can use for oral testing if they have trouble with reading and comprehension.I will also hand out a copied list of the course's most commonly used terms and acronyms with definitions that the students can use at any time.
Linda,
That's always great to hear -- the success stories that have sensitive teachers recognizing potential and ability and being willing to extend themselves to find out why that potential isn't being recognized. You and your son were very lucky. Now it is time to return the favor!
Dr. Jane Jarrow
As the mother of a special ed student, I appreciate how you handle the situation.Thanks to a very special educator who noted my son at the age 7 had the vocabulary of a 12 year old but, just could not grasp nor perform structured tasks required of the educational system. With her patience and guidence he came through this difficult period of education without any "scars".
