This course is causing me to reflect on my learning experiences through out my educational career. I have always loved history, english and social sciences but have a hard time with math and science. During tests, I would do well and get the answers correct but towards the end of the exam, I would get tired and distracted with the process and "throw away" the test buy just answering what i thought was the best choice. Going back over the test, I knew most of the answers but was ready to finish the test. I think it is possible that I might have a slight ADD problem. Even going through this course, I have to write down every point to stay concentrated and prepared for the tests at the end. Currently, I am enrolled in a Master's degree program and have to work espically hard to manage my time time, study and preapre for the tests and papers. Do you think ADD/ADHD is more common than we think?

The Civil Rights Acts of the 1960's has really shaped American for the better. In the past people with phyisical or mental handicaps were exlcuded from society as a whole and even locked away in institutions because society did not know how to accomdiate these people.Today it is common place to see wheelchair access, rails on stairwells and hanicap parking. Some years ago, this was not the case. What are some other changes you have seen in the past few decades to make sure all American citizens are given a chance to make a living and be a productive member of society?

Even though an individual may not be able to accomadate a specific program, why are they eligible for financial aid?

Should schools be alloted funds for wheelchair access?

When students are disabled should they receive special treatment?

Institution Management must ensure that there is available and adequate faculty for reasonable accommodations.

It is important that we pursue transparency and maintain high standards in our schools. Give an example of how your school has followed this and what the outcome has been.

For the students that are interested, we have FERPA Release Forms they can sign. If someone calls claiming to be a student requesting any information we have them give us certain details such as DOB, SS#, Graduation Date, etc. before giving details. Are there additional quidelines we should follow for over the phone requests?

Does anyone know if there is a website that lists Schools and their locations which have been deemed UNACCEPTABLE for "Proof of High School Graduation"? I've been told there are websites where you can purchase High School Diplomas.

This module is very helpful because it talks about a lot of stuff as technical standards, avoiding stereotypes, no pre-admission inquiries, know your limits, and confidentiality in admissions. There is a phrase that is "Don't judge a book by its cover." People in society are judging other people by their appearance such as how the way he or she looks.

This module talks about the difference between access verus success, WHo Holds The Documentation, Who Makes The Decision, Who Delivers The Service, Thinking Outside THe Box, Relating Documentation to Accomdation, Ocer-Accomdation and Unfair Advantage, and Unversal Design. Universal Design was first used by architect Ron Mace in the mid-1980s to descrive the concept of designing all products and the environment to be usable to the greatest extent possible by everyone. Ron Mace would have wanted that in our society today that we rarely think about its importance or its impact in our daily lives. An example of Universal Design is for the blind and the visually impaired, they could use VoiceOver, which isa screen-access technology, for the blind and visually impaired

This module talks about the fiunctional limitations of each disabilty such as blind stuents, deaf students, chronic helath impairments students, Learning disabilties students, ADHD students, PTSD(Post-Traumatic Stress Disorder), Autistic Students, Aspeger Syndrome Students, Traumatic Brain Injuries Students, and Disabled Veterans. Everybody has strengths and weaknesses. In addition, everybody wants to succeed in their lives. In the How Hearing Impacts Learning of this module, Helen Keller was asked one time whether she would considered blindness or dearfness to be the more significant handicap. She said, "Blindness is a barrier between people and things. Deafness is a barrier between people and people."

This module is very helpful because it talks about a lot of stuff. The key is to allow students to reach their potential on what they want to pursue in their career. From my experience, I have autism and I had an accomdation that was extended test time on my tests. The accomdation helped me out tremendously because I could focus more on the tests instead of rushing through to get in time. Once I graduated from college, I knew I reached my potential and I proved to myself that you know what just because I have a disabiltiy, it does not mean I am limited to what I can do. Every college and univeristy should have an office of disability service so that way it would make the students with disabilities lives much easier and they can get their accomdations that they need.

We have previously had issues where our strict attendance policy is viewed by disabled students as inherently discriminatory. They have expressed the opinion that it does not enable them to meet their needs of doctor appointments, physical therapy, etc. Our position has been that successfully participating in classroom learning is an essential component of the curriculum- as is meeting the contact hours that are required. After all this is not a correspondence course. Is there distinctions that should be made, and how do we stay out of the gray areas here?

At our institution, I think we have improved drastically in our understanding of and provisions for "reasonable accommodations". The challenge has not been so much the what to provide, as the how quickly it can be provided so as not to interfere with the student's access to the same materials and resources. We offer an accelerated model, so struggle a bit in having the ability to provide a student enrolled in a particular class, for example, with all the handouts in the appropriate formats at the same time as other students receiving them in the standard format so that they can maintain the same rate of progress. Is there additional interpretations that the student being provided accommodations must maintain the same rate of progress as other students? Additionally, we are struggling somewhat in determining what is reasonable for LD/ADHD students that "need more time" for assignments, test, etc. How do we determine, based on their functional levels, what is appropriate without having an expert in that disability on our staff?

How do you all feel it helped you?  I feel like it was very helpful...maybe not not so much in new material, but in reinforcing the training I received at my college.

Compliance at my school is very important--as it should be at every school in my opinion--I think this course adds to the the wealth of information we have been presented thus far.