WEBVTT 00:00:00.000 --> 00:00:01.600 align:middle line:90% ERIC TREKELL: Welcome back. 00:00:01.600 --> 00:00:03.850 align:middle line:84% We may have some folks to join us. 00:00:03.850 --> 00:00:06.390 align:middle line:84% I know that a lot of folks communicated 00:00:06.390 --> 00:00:08.250 align:middle line:84% when they registered they may have 00:00:08.250 --> 00:00:11.370 align:middle line:84% to drop in and out for classes, or meetings, or things 00:00:11.370 --> 00:00:13.240 align:middle line:90% like that. 00:00:13.240 --> 00:00:16.295 align:middle line:84% But, at this point, we're moving on to our next session. 00:00:16.295 --> 00:00:20.190 align:middle line:90% 00:00:20.190 --> 00:00:21.780 align:middle line:84% Just to clarify, the thoughts that you 00:00:21.780 --> 00:00:23.520 align:middle line:84% collected in your breakout rooms, 00:00:23.520 --> 00:00:25.230 align:middle line:90% we're not doing report outs. 00:00:25.230 --> 00:00:27.840 align:middle line:84% Those will be incorporated into a proceedings document 00:00:27.840 --> 00:00:32.159 align:middle line:84% that Elizabeth manages and puts together for us-- 00:00:32.159 --> 00:00:34.380 align:middle line:84% Elizabeth Woolner one of our colleagues. 00:00:34.380 --> 00:00:36.120 align:middle line:84% And so, you will get those thoughts 00:00:36.120 --> 00:00:38.250 align:middle line:90% and all that shared out. 00:00:38.250 --> 00:00:40.380 align:middle line:84% But what we'd like to do today, I've 00:00:40.380 --> 00:00:42.480 align:middle line:84% invited some of my former colleagues-- 00:00:42.480 --> 00:00:44.520 align:middle line:90% current colleagues as well. 00:00:44.520 --> 00:00:48.090 align:middle line:84% I used to be a disability services person on a community 00:00:48.090 --> 00:00:52.800 align:middle line:84% college campus, and we've invited a few folks 00:00:52.800 --> 00:00:54.090 align:middle line:90% to serve as a panelist. 00:00:54.090 --> 00:00:57.360 align:middle line:84% Hope Stout is Director of Access and Disability Services 00:00:57.360 --> 00:00:59.890 align:middle line:90% at Pierce College. 00:00:59.890 --> 00:01:01.720 align:middle line:84% Bryan Fauth is Director of Accessibility 00:01:01.720 --> 00:01:05.140 align:middle line:84% and Student Support Services at Cascadia College, which 00:01:05.140 --> 00:01:14.150 align:middle line:84% shares a campus with one of the UW Bothell campus, as well. 00:01:14.150 --> 00:01:16.360 align:middle line:84% And then Craig Kerr, Director of Services 00:01:16.360 --> 00:01:19.510 align:middle line:84% for Students with Disabilities at Edmonds College. 00:01:19.510 --> 00:01:21.550 align:middle line:84% So I've asked each of our panelists 00:01:21.550 --> 00:01:25.180 align:middle line:84% to start out, start us off with providing 00:01:25.180 --> 00:01:27.160 align:middle line:84% any further introductory information they'd 00:01:27.160 --> 00:01:29.368 align:middle line:84% like to share about themselves and their backgrounds, 00:01:29.368 --> 00:01:33.460 align:middle line:84% and then to share some experience that you've 00:01:33.460 --> 00:01:37.730 align:middle line:84% had related to an neurodivergent student-- 00:01:37.730 --> 00:01:39.190 align:middle line:84% neurodivergent students' learning 00:01:39.190 --> 00:01:44.440 align:middle line:84% experiences, or a situation on their particular campus. 00:01:44.440 --> 00:01:47.060 align:middle line:84% So they're each going to give a presentation for five, 00:01:47.060 --> 00:01:47.890 align:middle line:90% seven minutes-- 00:01:47.890 --> 00:01:49.300 align:middle line:90% somewhere around in there. 00:01:49.300 --> 00:01:53.200 align:middle line:84% They are all very aware of the fact that I keep them on task. 00:01:53.200 --> 00:01:57.280 align:middle line:84% So I'm not stressing too much about the time, 00:01:57.280 --> 00:02:01.090 align:middle line:84% but we're going to invite people to ask questions once they've 00:02:01.090 --> 00:02:03.440 align:middle line:90% all wrapped up as well. 00:02:03.440 --> 00:02:05.983 align:middle line:84% So Hope, why don't we put you on deck first? 00:02:05.983 --> 00:02:07.400 align:middle line:84% HOPE STOUT: Oh, I get to go first? 00:02:07.400 --> 00:02:08.020 align:middle line:90% OK. 00:02:08.020 --> 00:02:10.240 align:middle line:90% Hi, I am Hope Stout. 00:02:10.240 --> 00:02:14.180 align:middle line:90% My pronouns are she/her/hers. 00:02:14.180 --> 00:02:17.980 align:middle line:84% I am the district director for Access and Disability Services 00:02:17.980 --> 00:02:22.570 align:middle line:84% for the Pierce College District in Pierce County, 00:02:22.570 --> 00:02:26.140 align:middle line:84% Washington-- so just south of Seattle in Tacoma. 00:02:26.140 --> 00:02:31.630 align:middle line:84% And I have been in this field, I want to say, about 16 years? 00:02:31.630 --> 00:02:33.290 align:middle line:90% It's been a while. 00:02:33.290 --> 00:02:36.940 align:middle line:84% You know it's been a while if you've lost track of time. 00:02:36.940 --> 00:02:40.660 align:middle line:84% Yeah, and I want to thank Eric for asking me to come. 00:02:40.660 --> 00:02:43.510 align:middle line:84% I really appreciated it, and I see some faces I know. 00:02:43.510 --> 00:02:45.880 align:middle line:90% And so, hi to you all. 00:02:45.880 --> 00:02:50.410 align:middle line:84% So, Eric asked me to maybe talk about a student who 00:02:50.410 --> 00:02:54.430 align:middle line:84% I have worked with in the past who is neurodiverse. 00:02:54.430 --> 00:02:57.760 align:middle line:84% And so, I had to think about who I wanted, 00:02:57.760 --> 00:03:00.130 align:middle line:84% if I wanted to pick somebody who we would think 00:03:00.130 --> 00:03:04.960 align:middle line:84% of as a stereotypical autistic student, 00:03:04.960 --> 00:03:08.740 align:middle line:84% or if I wanted to maybe go in a different direction 00:03:08.740 --> 00:03:11.470 align:middle line:84% and pick a student that maybe you guys wouldn't have 00:03:11.470 --> 00:03:14.710 align:middle line:90% even known was neurodiverse. 00:03:14.710 --> 00:03:16.960 align:middle line:84% And that's the way I decided to go. 00:03:16.960 --> 00:03:21.520 align:middle line:84% And I wanted to talk about a student who 00:03:21.520 --> 00:03:23.680 align:middle line:90% was actually a female student. 00:03:23.680 --> 00:03:27.220 align:middle line:84% One of the things I wanted to touch base with you 00:03:27.220 --> 00:03:32.110 align:middle line:84% is that female students, due to gender bias regarding autism 00:03:32.110 --> 00:03:36.670 align:middle line:84% in females, are very, very often misdiagnosed as having 00:03:36.670 --> 00:03:41.350 align:middle line:84% a mental health issue, or their diagnosis comes much later, 00:03:41.350 --> 00:03:43.300 align:middle line:84% so they don't get the early intervention they 00:03:43.300 --> 00:03:50.110 align:middle line:84% need to address some of the features of their autism. 00:03:50.110 --> 00:03:54.190 align:middle line:84% And the student I had was such a student, a female student. 00:03:54.190 --> 00:03:58.960 align:middle line:84% I'm going to call her Vanessa, and she was a late diagnosis. 00:03:58.960 --> 00:04:02.650 align:middle line:84% She had, for many years, been receiving inappropriate mental 00:04:02.650 --> 00:04:06.250 align:middle line:90% health treatment. 00:04:06.250 --> 00:04:08.770 align:middle line:84% But as a result, she came to the college 00:04:08.770 --> 00:04:14.620 align:middle line:90% with really, really poor-- 00:04:14.620 --> 00:04:17.649 align:middle line:84% I don't want to say poor, but not helpful 00:04:17.649 --> 00:04:20.620 align:middle line:84% compensation techniques and coping skills. 00:04:20.620 --> 00:04:23.800 align:middle line:84% And as a result, she also had a really hard time 00:04:23.800 --> 00:04:27.430 align:middle line:84% articulating her barriers, not only to our office, 00:04:27.430 --> 00:04:30.220 align:middle line:84% but to those faculty and instructors 00:04:30.220 --> 00:04:33.380 align:middle line:90% that she was working with. 00:04:33.380 --> 00:04:37.690 align:middle line:84% And so, we had to really work with her 00:04:37.690 --> 00:04:44.200 align:middle line:84% to develop an ability to self-advocate, 00:04:44.200 --> 00:04:46.840 align:middle line:84% which was a real big challenge when she really barely 00:04:46.840 --> 00:04:50.810 align:middle line:84% talked to other people without bursting into tears. 00:04:50.810 --> 00:04:52.960 align:middle line:84% And when she got to college, what 00:04:52.960 --> 00:04:57.970 align:middle line:84% we noticed her big struggle was that she, like everybody else, 00:04:57.970 --> 00:05:02.140 align:middle line:84% was really invested in-- she wanted to know expectations. 00:05:02.140 --> 00:05:07.870 align:middle line:84% She wanted to know expectations up front, but in a way 00:05:07.870 --> 00:05:11.350 align:middle line:84% that may not be considered average 00:05:11.350 --> 00:05:14.140 align:middle line:90% within the student population. 00:05:14.140 --> 00:05:20.620 align:middle line:84% And when she didn't know the expectations in advance, 00:05:20.620 --> 00:05:23.860 align:middle line:84% she became very anxious, and engaged 00:05:23.860 --> 00:05:29.320 align:middle line:84% in ruminating behaviors that spilled over oftentimes 00:05:29.320 --> 00:05:31.840 align:middle line:84% into the first few weeks of the course, 00:05:31.840 --> 00:05:36.910 align:middle line:84% until she was able to kind of feel her way out and establish 00:05:36.910 --> 00:05:39.280 align:middle line:90% what the expectations are. 00:05:39.280 --> 00:05:41.400 align:middle line:84% And unfortunately, if the expectation still 00:05:41.400 --> 00:05:44.890 align:middle line:84% didn't get clear, it could continue for quite a while 00:05:44.890 --> 00:05:47.380 align:middle line:90% into the quarter. 00:05:47.380 --> 00:05:52.090 align:middle line:84% So one of the challenges we had was, because she's female, 00:05:52.090 --> 00:05:56.230 align:middle line:84% and because her autism manifested in a different way, 00:05:56.230 --> 00:05:59.250 align:middle line:84% she was really good at a skill that we call masking, 00:05:59.250 --> 00:06:03.590 align:middle line:84% which you see quite a bit in women that have autism, 00:06:03.590 --> 00:06:08.180 align:middle line:84% where, as I mentioned, the behavior does not stand out 00:06:08.180 --> 00:06:11.210 align:middle line:84% as a stereotypical autistic behavior 00:06:11.210 --> 00:06:16.070 align:middle line:84% pattern with necessarily the flat affect, 00:06:16.070 --> 00:06:19.320 align:middle line:84% or the struggles with communication. 00:06:19.320 --> 00:06:21.200 align:middle line:90% She didn't have those things. 00:06:21.200 --> 00:06:25.790 align:middle line:84% Her thing was this ruminating, and she would often 00:06:25.790 --> 00:06:30.860 align:middle line:84% break into tears in class, which her instructors mistook 00:06:30.860 --> 00:06:32.390 align:middle line:90% for other things. 00:06:32.390 --> 00:06:37.100 align:middle line:84% And she became labeled as high maintenance, which 00:06:37.100 --> 00:06:38.550 align:middle line:90% was really, really unfortunate. 00:06:38.550 --> 00:06:45.590 align:middle line:84% So after a couple of quarters of this real big struggle, and her 00:06:45.590 --> 00:06:48.530 align:middle line:84% needing to connect with instructors, 00:06:48.530 --> 00:06:51.530 align:middle line:84% but not being able to self-advocate for her, 00:06:51.530 --> 00:06:54.980 align:middle line:90% we sat down and we talked. 00:06:54.980 --> 00:06:59.270 align:middle line:84% And she indicated that if she could talk to the instructors 00:06:59.270 --> 00:07:06.860 align:middle line:84% before the first class started and establish the expectations, 00:07:06.860 --> 00:07:08.900 align:middle line:84% that she felt that she would be able to walk 00:07:08.900 --> 00:07:11.310 align:middle line:84% into the class in a better space. 00:07:11.310 --> 00:07:14.330 align:middle line:84% And so, we, for a couple of quarters, 00:07:14.330 --> 00:07:16.700 align:middle line:90% took the initiative to-- 00:07:16.700 --> 00:07:20.030 align:middle line:84% when she identified the classes she wanted to take, 00:07:20.030 --> 00:07:24.980 align:middle line:84% we arranged for a meeting that was facilitated by my office 00:07:24.980 --> 00:07:29.450 align:middle line:84% to help her communicate with the instructors, 00:07:29.450 --> 00:07:31.340 align:middle line:84% and understand expectations so that she 00:07:31.340 --> 00:07:36.890 align:middle line:84% was able to walk into class that first week and get to work. 00:07:36.890 --> 00:07:39.410 align:middle line:84% It also was very good for the instructors 00:07:39.410 --> 00:07:42.380 align:middle line:84% to understand where she was coming from, 00:07:42.380 --> 00:07:48.320 align:middle line:84% and what they might be seeing is not what was really there, 00:07:48.320 --> 00:07:51.990 align:middle line:84% and it wasn't a deficit-- it was just a difference. 00:07:51.990 --> 00:07:54.800 align:middle line:84% And so, we did that for a couple quarters 00:07:54.800 --> 00:07:58.350 align:middle line:84% before she took on that responsibility for herself. 00:07:58.350 --> 00:08:03.860 align:middle line:84% And then about a year and a half into her tenure at Pierce, 00:08:03.860 --> 00:08:07.010 align:middle line:84% I found out that not-- she had taken it one step further, 00:08:07.010 --> 00:08:10.190 align:middle line:84% but she had started to actually interview instructors 00:08:10.190 --> 00:08:13.640 align:middle line:84% before she even enrolled in their classes 00:08:13.640 --> 00:08:16.730 align:middle line:84% to determine what the expectations of the class 00:08:16.730 --> 00:08:22.280 align:middle line:84% would be, whether the instructor was willing to collaborate 00:08:22.280 --> 00:08:25.370 align:middle line:84% with her to address some of the issues that might come up. 00:08:25.370 --> 00:08:28.030 align:middle line:90% 00:08:28.030 --> 00:08:30.320 align:middle line:84% And that went on, and this student 00:08:30.320 --> 00:08:34.010 align:middle line:84% went from being a student in my office in her first quarter 00:08:34.010 --> 00:08:36.260 align:middle line:84% who could have barely talked to anybody, 00:08:36.260 --> 00:08:39.380 align:middle line:84% could barely advocate for her needs, 00:08:39.380 --> 00:08:44.600 align:middle line:84% could barely express her needs, to with the help 00:08:44.600 --> 00:08:46.760 align:middle line:84% of her instructors for just that understanding 00:08:46.760 --> 00:08:49.640 align:middle line:84% that they were in the time that they were willing to give her, 00:08:49.640 --> 00:08:52.880 align:middle line:84% and to step outside of what might 00:08:52.880 --> 00:08:56.090 align:middle line:84% have been their traditional view of a student. 00:08:56.090 --> 00:09:00.590 align:middle line:84% They were able to create a student who 00:09:00.590 --> 00:09:03.110 align:middle line:84% had self-advocacy skills, and actually went on 00:09:03.110 --> 00:09:05.690 align:middle line:84% to become the vice president of our student activities 00:09:05.690 --> 00:09:09.920 align:middle line:84% board, which is tremendous growth. 00:09:09.920 --> 00:09:14.870 align:middle line:84% But it shows the kind of growth that instructors 00:09:14.870 --> 00:09:17.240 align:middle line:84% can have-- not just academically, 00:09:17.240 --> 00:09:20.300 align:middle line:84% but if they just take that time to connect 00:09:20.300 --> 00:09:26.730 align:middle line:84% with the student in their mode of communication. 00:09:26.730 --> 00:09:30.087 align:middle line:90% So that's kind of my story. 00:09:30.087 --> 00:09:31.670 align:middle line:84% ERIC TREKELL: Thank you so much, Hope. 00:09:31.670 --> 00:09:33.550 align:middle line:90% Appreciate that. 00:09:33.550 --> 00:09:38.900 align:middle line:84% I'm so glad that you focused on a female student. 00:09:38.900 --> 00:09:42.485 align:middle line:84% Bryan, I'm going to ask you to share next. 00:09:42.485 --> 00:09:45.518 align:middle line:90% 00:09:45.518 --> 00:09:47.090 align:middle line:84% BRYAN FAUTH: Good morning, everyone. 00:09:47.090 --> 00:09:51.892 align:middle line:84% Thank you, Eric, for inviting me to be part of this today. 00:09:51.892 --> 00:09:52.850 align:middle line:90% My name is Bryan Fauth. 00:09:52.850 --> 00:09:55.100 align:middle line:90% I use he and him pronouns. 00:09:55.100 --> 00:09:58.700 align:middle line:84% I'm the director of Accessibility 00:09:58.700 --> 00:10:02.120 align:middle line:84% and Student Support Services at Cascadia College. 00:10:02.120 --> 00:10:08.510 align:middle line:84% And before my position at Cascadia, 00:10:08.510 --> 00:10:12.440 align:middle line:84% I was actually with a state school 00:10:12.440 --> 00:10:15.920 align:middle line:84% in California, Cal State East Bay. 00:10:15.920 --> 00:10:19.130 align:middle line:84% And at Cal State East Bay, there's 00:10:19.130 --> 00:10:23.420 align:middle line:84% a program called the College Link Program, which 00:10:23.420 --> 00:10:27.920 align:middle line:84% is a program devoted solely to supporting 00:10:27.920 --> 00:10:33.080 align:middle line:84% neurodiverse students in college with academic skills, 00:10:33.080 --> 00:10:37.500 align:middle line:84% critical skills, social skills, and interpersonal skills. 00:10:37.500 --> 00:10:40.610 align:middle line:84% And I was able to fortunate enough 00:10:40.610 --> 00:10:44.520 align:middle line:84% to coordinate that program for about seven years. 00:10:44.520 --> 00:10:47.600 align:middle line:84% So I've been able to get a lot of exposure, 00:10:47.600 --> 00:10:52.580 align:middle line:84% and a lot of experience with the neurodiverse population, 00:10:52.580 --> 00:10:57.920 align:middle line:90% and it was a great experience. 00:10:57.920 --> 00:11:01.520 align:middle line:84% But today, I wanted to share experience 00:11:01.520 --> 00:11:05.300 align:middle line:84% with everyone about a student that we've 00:11:05.300 --> 00:11:09.020 align:middle line:84% been working with at Cascadia since fall quarter every day 00:11:09.020 --> 00:11:13.250 align:middle line:84% now During the fall quarter, I got reports 00:11:13.250 --> 00:11:17.840 align:middle line:84% from three different faculty members about a student 00:11:17.840 --> 00:11:26.430 align:middle line:84% in their classroom who was having a very difficult time. 00:11:26.430 --> 00:11:32.120 align:middle line:84% That student was not turning in homework assignments, 00:11:32.120 --> 00:11:38.480 align:middle line:84% was getting very frustrated during class. 00:11:38.480 --> 00:11:42.560 align:middle line:84% And when that frustration would happen, 00:11:42.560 --> 00:11:47.215 align:middle line:84% they'd criticize the instructor for the way the class 00:11:47.215 --> 00:11:49.460 align:middle line:90% assignments were designed. 00:11:49.460 --> 00:11:56.300 align:middle line:84% They would sometimes pull on their hair, being on the table, 00:11:56.300 --> 00:11:58.040 align:middle line:90% and storm out of the classroom. 00:11:58.040 --> 00:12:02.750 align:middle line:84% And the faculty were very concerned 00:12:02.750 --> 00:12:07.430 align:middle line:84% about it being disruptive to the classroom environment, 00:12:07.430 --> 00:12:11.420 align:middle line:84% and also concerned about escalation, 00:12:11.420 --> 00:12:15.830 align:middle line:84% about what would happen one day, the student got really angry. 00:12:15.830 --> 00:12:18.650 align:middle line:90% 00:12:18.650 --> 00:12:22.880 align:middle line:84% So there were a lot of concerns, and we didn't know much-- 00:12:22.880 --> 00:12:24.890 align:middle line:84% we know anything about the student, 00:12:24.890 --> 00:12:31.100 align:middle line:84% because we kept trying to reach out to the student, 00:12:31.100 --> 00:12:35.360 align:middle line:90% and they would not respond. 00:12:35.360 --> 00:12:38.360 align:middle line:84% I'm also part of the care team at Cascadia, 00:12:38.360 --> 00:12:42.140 align:middle line:84% which works with students facing unique and difficult 00:12:42.140 --> 00:12:43.080 align:middle line:90% challenges. 00:12:43.080 --> 00:12:47.750 align:middle line:84% So that's how I was made aware of this student. 00:12:47.750 --> 00:12:51.710 align:middle line:90% And finally, it took me until-- 00:12:51.710 --> 00:12:55.190 align:middle line:84% school started in late September. 00:12:55.190 --> 00:13:01.100 align:middle line:84% It took me about until mid-November 00:13:01.100 --> 00:13:02.850 align:middle line:90% to get a hold of that student. 00:13:02.850 --> 00:13:06.560 align:middle line:84% And it was just by chance that they had their phone on 00:13:06.560 --> 00:13:09.870 align:middle line:84% picked up, because I had been trying 00:13:09.870 --> 00:13:12.230 align:middle line:84% to call that phone for a couple of months now, 00:13:12.230 --> 00:13:14.540 align:middle line:84% and it went straight to voicemail 00:13:14.540 --> 00:13:16.610 align:middle line:90% every time I called up. 00:13:16.610 --> 00:13:19.070 align:middle line:84% So, as they won't connect with the student, 00:13:19.070 --> 00:13:23.360 align:middle line:84% and me with the student, in my care team 00:13:23.360 --> 00:13:25.220 align:middle line:84% meeting with the student, I found out 00:13:25.220 --> 00:13:28.370 align:middle line:84% that the student was neurodiverse, 00:13:28.370 --> 00:13:34.850 align:middle line:84% and was eligible for possible accommodations at Cascadia. 00:13:34.850 --> 00:13:37.400 align:middle line:90% 00:13:37.400 --> 00:13:40.880 align:middle line:84% This student-- so it was, we were 00:13:40.880 --> 00:13:44.520 align:middle line:84% coming close to the end of the quarter. 00:13:44.520 --> 00:13:51.270 align:middle line:84% This student was failing all her classes, 00:13:51.270 --> 00:13:55.285 align:middle line:84% hadn't turned in maybe more than two assignments in three 00:13:55.285 --> 00:14:01.050 align:middle line:84% of the classes, and was going to have their financial aid 00:14:01.050 --> 00:14:07.380 align:middle line:84% terminated, and would've lost out on their housing, 00:14:07.380 --> 00:14:11.340 align:middle line:84% because they depended on financial aid for rent, 00:14:11.340 --> 00:14:16.860 align:middle line:84% and would've been basically kicked out of Cascadia. 00:14:16.860 --> 00:14:22.570 align:middle line:84% So there wasn't much that could have been done that quarter. 00:14:22.570 --> 00:14:33.630 align:middle line:84% But we started working with the student, just a small 30 minute 00:14:33.630 --> 00:14:39.330 align:middle line:84% meeting a week on some time management and organization 00:14:39.330 --> 00:14:40.500 align:middle line:90% skills. 00:14:40.500 --> 00:14:47.220 align:middle line:84% The student, I could tell, they were very bright, 00:14:47.220 --> 00:14:50.460 align:middle line:84% but they weren't turning in assignments. 00:14:50.460 --> 00:14:54.810 align:middle line:84% And even though they weren't turning in assignments, 00:14:54.810 --> 00:14:57.570 align:middle line:84% they were still going to every class. 00:14:57.570 --> 00:15:01.930 align:middle line:84% So to me, that was a sign that they wanted to be in school, 00:15:01.930 --> 00:15:03.520 align:middle line:90% and they wanted to do well. 00:15:03.520 --> 00:15:06.845 align:middle line:84% But I think for neurodiverse students-- 00:15:06.845 --> 00:15:09.525 align:middle line:84% and this could be applied to any student-- 00:15:09.525 --> 00:15:13.170 align:middle line:90% 00:15:13.170 --> 00:15:16.380 align:middle line:84% the transition from high school to college 00:15:16.380 --> 00:15:20.430 align:middle line:84% is a very difficult and challenging one. 00:15:20.430 --> 00:15:25.410 align:middle line:84% In high school, there is a lot of support through the K 00:15:25.410 --> 00:15:31.110 align:middle line:84% through 12 system for a student with a disability that 00:15:31.110 --> 00:15:33.460 align:middle line:84% aren't there at the college level, 00:15:33.460 --> 00:15:37.560 align:middle line:84% because of two different laws that exist between the two 00:15:37.560 --> 00:15:39.670 align:middle line:90% different systems. 00:15:39.670 --> 00:15:44.160 align:middle line:84% So after getting an opportunity to work with the student, 00:15:44.160 --> 00:15:50.580 align:middle line:84% I realized that the student could 00:15:50.580 --> 00:15:52.770 align:middle line:84% be successful at the college level, 00:15:52.770 --> 00:15:56.580 align:middle line:84% but just need to know how to do that-- 00:15:56.580 --> 00:16:00.410 align:middle line:84% need to know how to access tutoring resources, 00:16:00.410 --> 00:16:05.220 align:middle line:84% and needed to know how to utilize accommodations, 00:16:05.220 --> 00:16:13.020 align:middle line:84% and needed to know how to communicate with his faculty-- 00:16:13.020 --> 00:16:18.660 align:middle line:84% with his faculty members So the student 00:16:18.660 --> 00:16:22.740 align:middle line:84% wasn't aware of all these reports 00:16:22.740 --> 00:16:24.240 align:middle line:84% that had been coming in, that they'd 00:16:24.240 --> 00:16:27.000 align:middle line:90% been getting frustrated a lot. 00:16:27.000 --> 00:16:30.010 align:middle line:84% The student felt frustrated in class, 00:16:30.010 --> 00:16:33.960 align:middle line:84% but they weren't aware that they were displaying 00:16:33.960 --> 00:16:38.580 align:middle line:84% these kind of behaviors that some faculty thought were 00:16:38.580 --> 00:16:40.320 align:middle line:90% disruptive. 00:16:40.320 --> 00:16:44.340 align:middle line:84% So going into, luckily, the student 00:16:44.340 --> 00:16:48.540 align:middle line:84% was able to get a financial aid appeal, which 00:16:48.540 --> 00:16:52.770 align:middle line:84% meant they had to get a 2.0 in all of their classes, 00:16:52.770 --> 00:16:54.270 align:middle line:90% or they would have been-- 00:16:54.270 --> 00:16:58.560 align:middle line:84% you know, they would have had no other options at Cascadia. 00:16:58.560 --> 00:17:01.620 align:middle line:84% So coming into the winter quarter, 00:17:01.620 --> 00:17:05.250 align:middle line:84% we were able to communicate with the student 00:17:05.250 --> 00:17:10.109 align:middle line:84% faculty about the student may become frustrated 00:17:10.109 --> 00:17:16.859 align:middle line:84% if they do not understand things in a clear and concrete way 00:17:16.859 --> 00:17:22.079 align:middle line:84% and to let them know that, if they are showing signs 00:17:22.079 --> 00:17:28.590 align:middle line:84% of frustration, like yelling, criticizing, 00:17:28.590 --> 00:17:31.530 align:middle line:84% make sure that the student is aware of that, 00:17:31.530 --> 00:17:36.030 align:middle line:84% and make sure that if there is an uncomfortable interaction, 00:17:36.030 --> 00:17:38.370 align:middle line:90% to let the student know that. 00:17:38.370 --> 00:17:42.210 align:middle line:84% I think a lot of times we're concerned 00:17:42.210 --> 00:17:47.910 align:middle line:84% about telling neurodiverse students 00:17:47.910 --> 00:17:51.270 align:middle line:84% when something's making us uncomfortable, 00:17:51.270 --> 00:17:59.842 align:middle line:84% because we're worried about possibly offending someone. 00:17:59.842 --> 00:18:02.050 align:middle line:84% ERIC TREKELL: Bryan, I'm going to ask you to wrap up. 00:18:02.050 --> 00:18:03.510 align:middle line:90% BRYAN FAUTH: Yeah, sorry. 00:18:03.510 --> 00:18:05.040 align:middle line:90% ERIC TREKELL: No worries. 00:18:05.040 --> 00:18:07.470 align:middle line:84% BRYAN FAUTH: So with working with this student 00:18:07.470 --> 00:18:13.620 align:middle line:84% on coping strategies, and developing ways for them 00:18:13.620 --> 00:18:17.700 align:middle line:84% to recognize when they were worried and frustrated, 00:18:17.700 --> 00:18:20.460 align:middle line:84% they were able to communicate with faculty 00:18:20.460 --> 00:18:22.410 align:middle line:90% when they weren't aware-- 00:18:22.410 --> 00:18:25.515 align:middle line:84% didn't know what to do, and didn't know when 00:18:25.515 --> 00:18:29.190 align:middle line:84% to-- where to turn in a homework assignment. 00:18:29.190 --> 00:18:33.525 align:middle line:84% Long story short, the student got 2.0s in both 00:18:33.525 --> 00:18:38.310 align:middle line:84% of their classes, and now is doing very well at Cascadia. 00:18:38.310 --> 00:18:42.960 align:middle line:84% And I think that with just the acknowledgement 00:18:42.960 --> 00:18:48.210 align:middle line:84% and the collaboration between different resources on campus, 00:18:48.210 --> 00:18:49.650 align:middle line:90% and the faculty members. 00:18:49.650 --> 00:18:51.670 align:middle line:90% 00:18:51.670 --> 00:18:52.670 align:middle line:90% ERIC TREKELL: Thank you. 00:18:52.670 --> 00:18:55.610 align:middle line:84% I think Bryan's story really illustrates 00:18:55.610 --> 00:18:59.270 align:middle line:84% the fact that neurodiverse students in particular-- 00:18:59.270 --> 00:19:01.712 align:middle line:84% all students, all of our students at community colleges, 00:19:01.712 --> 00:19:03.170 align:middle line:84% and many of our University students 00:19:03.170 --> 00:19:05.900 align:middle line:84% have such complex situations sometimes, 00:19:05.900 --> 00:19:07.760 align:middle line:84% but neurodiverse students just have 00:19:07.760 --> 00:19:14.960 align:middle line:84% such a more complicated way of learning how to overcome those. 00:19:14.960 --> 00:19:18.110 align:middle line:84% So, it's so complicated sometimes, 00:19:18.110 --> 00:19:21.020 align:middle line:90% and takes a lot of explaining. 00:19:21.020 --> 00:19:22.730 align:middle line:90% Thank you, Bryan. 00:19:22.730 --> 00:19:27.020 align:middle line:84% Craig, I'll invite you to go, and we 00:19:27.020 --> 00:19:29.870 align:middle line:84% will have about 10 minutes for questions after. 00:19:29.870 --> 00:19:36.427 align:middle line:90% 00:19:36.427 --> 00:19:38.510 align:middle line:84% CRAIG KERR: I love that Zoom, hey, you're talking, 00:19:38.510 --> 00:19:39.860 align:middle line:90% but you're not talking. 00:19:39.860 --> 00:19:41.190 align:middle line:90% So hi, everyone. 00:19:41.190 --> 00:19:42.230 align:middle line:90% My name is Craig Kerr. 00:19:42.230 --> 00:19:45.080 align:middle line:84% I'm the director for Services for Students with Disabilities 00:19:45.080 --> 00:19:46.970 align:middle line:90% at Edmonds College. 00:19:46.970 --> 00:19:50.690 align:middle line:84% I use he/him/his pronouns, and I really 00:19:50.690 --> 00:19:54.560 align:middle line:84% wanted to welcome you to our session today. 00:19:54.560 --> 00:19:57.380 align:middle line:84% You have had a ton of information 00:19:57.380 --> 00:19:59.180 align:middle line:84% over the last day and a half, and you're 00:19:59.180 --> 00:20:00.560 align:middle line:90% coasting here to the end. 00:20:00.560 --> 00:20:05.190 align:middle line:84% So thanks for staying with us, thanks for being here. 00:20:05.190 --> 00:20:07.370 align:middle line:84% It seems like you got some really good information 00:20:07.370 --> 00:20:10.860 align:middle line:84% from Sara and Marisa about pedagogy, 00:20:10.860 --> 00:20:15.800 align:middle line:84% so I'm hoping that you've been able to reflect on that. 00:20:15.800 --> 00:20:20.180 align:middle line:84% Looks like you got some like real first-person stories from 00:20:20.180 --> 00:20:23.910 align:middle line:84% [? Rhonda, ?] and you've had a student panel. 00:20:23.910 --> 00:20:26.930 align:middle line:84% So you've gotten some really good experiences. 00:20:26.930 --> 00:20:31.130 align:middle line:84% You just had how to communicate with neurodiverse students. 00:20:31.130 --> 00:20:34.280 align:middle line:84% So you-- I feel like you guys have a-- 00:20:34.280 --> 00:20:35.298 align:middle line:90% excuse me, all of you-- 00:20:35.298 --> 00:20:36.590 align:middle line:90% I shouldn't have said you guys. 00:20:36.590 --> 00:20:40.550 align:middle line:84% All of you have had a really good kind of dose. 00:20:40.550 --> 00:20:43.640 align:middle line:84% Depending on where you are, and your understanding 00:20:43.640 --> 00:20:47.420 align:middle line:84% of neurodiversity or neurodivergent students, 00:20:47.420 --> 00:20:50.360 align:middle line:84% you've either been dunked and you're just like, 00:20:50.360 --> 00:20:52.190 align:middle line:84% oh my gosh, what's going on here? 00:20:52.190 --> 00:20:53.810 align:middle line:84% Or you're like, oh yeah, this is kind 00:20:53.810 --> 00:20:58.860 align:middle line:84% of re-emphasizing some of the things that I already knew. 00:20:58.860 --> 00:21:00.600 align:middle line:84% So I just kind of wanted to do a review, 00:21:00.600 --> 00:21:02.600 align:middle line:84% because I'm going to go in a different direction 00:21:02.600 --> 00:21:05.840 align:middle line:84% than my colleagues, and talk a little bit about what 00:21:05.840 --> 00:21:10.490 align:middle line:84% our offices are kind of charged to do with students 00:21:10.490 --> 00:21:12.150 align:middle line:90% and accommodations. 00:21:12.150 --> 00:21:16.700 align:middle line:84% And so I'm not sure that has been talked about. 00:21:16.700 --> 00:21:20.713 align:middle line:84% I see a smile from Eric, so Eric knows. 00:21:20.713 --> 00:21:22.880 align:middle line:84% Eric and I used to work in the same office together. 00:21:22.880 --> 00:21:27.800 align:middle line:84% So he knows that I will come, and I will think, hm, what's 00:21:27.800 --> 00:21:29.490 align:middle line:90% best to be able to share. 00:21:29.490 --> 00:21:31.580 align:middle line:84% So I kind of wanted to start off a little bit 00:21:31.580 --> 00:21:33.510 align:middle line:90% about the accommodation process. 00:21:33.510 --> 00:21:37.490 align:middle line:84% So students have to come to the SSD-- 00:21:37.490 --> 00:21:41.420 align:middle line:84% so ours is SSD, but they have to come to the disability office, 00:21:41.420 --> 00:21:44.048 align:middle line:90% and ask for accommodations. 00:21:44.048 --> 00:21:46.340 align:middle line:84% So some of the students maybe that you've talked about, 00:21:46.340 --> 00:21:48.410 align:middle line:84% or you've had in your classes, either may 00:21:48.410 --> 00:21:51.860 align:middle line:84% have been connected to the disability office, or may 00:21:51.860 --> 00:21:53.840 align:middle line:90% have not connected. 00:21:53.840 --> 00:21:57.810 align:middle line:84% It's their choice as a student whether they connect or not. 00:21:57.810 --> 00:22:00.290 align:middle line:84% So that's kind of a key piece there. 00:22:00.290 --> 00:22:05.180 align:middle line:84% Then we all enter what's called a-- 00:22:05.180 --> 00:22:06.395 align:middle line:90% oh my gosh, I just-- 00:22:06.395 --> 00:22:09.210 align:middle line:84% it just, whoosh-- the interactive process. 00:22:09.210 --> 00:22:12.260 align:middle line:84% So what that means is that a student will come to us, 00:22:12.260 --> 00:22:15.290 align:middle line:84% and will talk to us about the conditions or disabilities 00:22:15.290 --> 00:22:17.630 align:middle line:84% that they're managing, how that kind of impacts 00:22:17.630 --> 00:22:19.590 align:middle line:84% them in the educational environment, 00:22:19.590 --> 00:22:22.130 align:middle line:84% and then we come up with reasonable accommodations based 00:22:22.130 --> 00:22:22.790 align:middle line:90% on that. 00:22:22.790 --> 00:22:26.480 align:middle line:84% And some institutions also require documentation 00:22:26.480 --> 00:22:27.480 align:middle line:90% from a third party. 00:22:27.480 --> 00:22:30.440 align:middle line:84% So that could be a psychiatrist, psychologist, doctor, 00:22:30.440 --> 00:22:32.030 align:middle line:90% and that's how we form-- 00:22:32.030 --> 00:22:34.010 align:middle line:84% that informs the accommodations that 00:22:34.010 --> 00:22:36.720 align:middle line:90% are provided for the students. 00:22:36.720 --> 00:22:41.540 align:middle line:84% Now recognize, too, that in our process of coming up 00:22:41.540 --> 00:22:43.310 align:middle line:84% with accommodations, it has to be 00:22:43.310 --> 00:22:46.890 align:middle line:84% on a case-by-case, student-by-student situation. 00:22:46.890 --> 00:22:50.420 align:middle line:84% So some of you might have had students for two quarters, 00:22:50.420 --> 00:22:52.850 align:middle line:84% and in one quarter they had an accommodation 00:22:52.850 --> 00:22:55.820 align:middle line:84% that was given to you in a letter of accommodation, 00:22:55.820 --> 00:22:59.540 align:middle line:84% or communicated to you by the disability department. 00:22:59.540 --> 00:23:01.343 align:middle line:84% And maybe the next quarter, you didn't 00:23:01.343 --> 00:23:02.510 align:middle line:90% get that same accommodation. 00:23:02.510 --> 00:23:05.060 align:middle line:84% You're like, hey, what's going on here? 00:23:05.060 --> 00:23:07.560 align:middle line:84% I had this student last quarter that had this accommodation. 00:23:07.560 --> 00:23:09.320 align:middle line:84% Why aren't they having this this quarter? 00:23:09.320 --> 00:23:11.720 align:middle line:84% So as disability professionals, what we're looking at 00:23:11.720 --> 00:23:15.830 align:middle line:84% is the learning outcomes for the course, and the students' 00:23:15.830 --> 00:23:18.620 align:middle line:84% accommodation, and how those meet. 00:23:18.620 --> 00:23:20.960 align:middle line:84% So there may be different accommodations 00:23:20.960 --> 00:23:22.880 align:middle line:84% based on how the class is structured, 00:23:22.880 --> 00:23:25.820 align:middle line:84% or the learning outcomes are, from quarter to quarter. 00:23:25.820 --> 00:23:30.190 align:middle line:84% So we're also having to take that into account. 00:23:30.190 --> 00:23:33.370 align:middle line:84% Now, most of us in the disability offices 00:23:33.370 --> 00:23:38.800 align:middle line:84% are not going to tell you what the condition or disability 00:23:38.800 --> 00:23:40.240 align:middle line:90% a student is managing. 00:23:40.240 --> 00:23:42.740 align:middle line:84% Now, there's multiple reasons for that. 00:23:42.740 --> 00:23:45.400 align:middle line:90% One, it's a privacy issue. 00:23:45.400 --> 00:23:50.110 align:middle line:84% So you can all see, because you can see my face, 00:23:50.110 --> 00:23:52.300 align:middle line:90% that I wear glasses. 00:23:52.300 --> 00:23:55.815 align:middle line:84% So think about if I was coming into your class, and all 00:23:55.815 --> 00:23:57.940 align:middle line:84% you kept saying was, hey, the guy with the glasses. 00:23:57.940 --> 00:24:00.400 align:middle line:84% Hey, the guy with the glasses, right? 00:24:00.400 --> 00:24:02.320 align:middle line:84% What you're doing in that conversation 00:24:02.320 --> 00:24:08.680 align:middle line:84% is you're focusing on something that is non-typical, 00:24:08.680 --> 00:24:11.380 align:middle line:84% and so that's going to reinforce to me, 00:24:11.380 --> 00:24:13.030 align:middle line:84% well, I'm this guy with the glasses. 00:24:13.030 --> 00:24:14.770 align:middle line:84% So there's something that's maybe 00:24:14.770 --> 00:24:16.450 align:middle line:90% a little bit off about me. 00:24:16.450 --> 00:24:21.400 align:middle line:84% So one, so it's that idea of, some student's condition 00:24:21.400 --> 00:24:25.270 align:middle line:84% is part of who they are, not who they are. 00:24:25.270 --> 00:24:26.850 align:middle line:84% So that's a really important piece, 00:24:26.850 --> 00:24:31.290 align:middle line:84% because when we talk about both neurodiverse and neurodivergent 00:24:31.290 --> 00:24:33.780 align:middle line:84% students, that's just a part of who they 00:24:33.780 --> 00:24:37.030 align:middle line:90% are-- that is not who they are. 00:24:37.030 --> 00:24:39.840 align:middle line:84% And so, I wanted to make sure that I explained that piece, 00:24:39.840 --> 00:24:46.920 align:middle line:84% too, because oftentimes when instructors or professors want 00:24:46.920 --> 00:24:51.060 align:middle line:84% us to say, well, what's the condition, what happens is, 00:24:51.060 --> 00:24:54.660 align:middle line:84% as disability professionals, we are steeped 00:24:54.660 --> 00:24:58.630 align:middle line:84% in the literature, and the diagnosis, 00:24:58.630 --> 00:25:00.300 align:middle line:84% so we kind of know what that means. 00:25:00.300 --> 00:25:02.430 align:middle line:84% If I express that to an instructor, 00:25:02.430 --> 00:25:07.080 align:middle line:84% or to some staff member, they're going to go, hm, autism. 00:25:07.080 --> 00:25:12.300 align:middle line:84% Autism means Rain Man, or autism means the savant 00:25:12.300 --> 00:25:17.820 align:middle line:84% who can do a penscape of a landscape 00:25:17.820 --> 00:25:19.530 align:middle line:84% after flying over in a helicopter. 00:25:19.530 --> 00:25:22.530 align:middle line:84% Obviously, both of those are true stories. 00:25:22.530 --> 00:25:29.580 align:middle line:84% But there are what's called implicit bias in all of us. 00:25:29.580 --> 00:25:32.940 align:middle line:84% It could be-- obviously, I like the outdoors, 00:25:32.940 --> 00:25:35.850 align:middle line:84% so if I see somebody-- and I like silent sports, 00:25:35.850 --> 00:25:38.100 align:middle line:84% so I like fly fishing, or I like cross-country skiing, 00:25:38.100 --> 00:25:40.140 align:middle line:90% I like snowshoeing. 00:25:40.140 --> 00:25:42.240 align:middle line:84% If I hear somebody on a snowmobile, 00:25:42.240 --> 00:25:46.110 align:middle line:84% I'm going to have some implicit biases about how they might 00:25:46.110 --> 00:25:47.850 align:middle line:90% live, or what they might enjoy. 00:25:47.850 --> 00:25:49.570 align:middle line:90% Right, we all have them. 00:25:49.570 --> 00:25:52.650 align:middle line:84% So we're trying to reduce that implicit bias-- 00:25:52.650 --> 00:25:55.500 align:middle line:84% Eric, I'm sorry, I forgot to start my timer. 00:25:55.500 --> 00:25:59.040 align:middle line:84% I have a timer on my phone, but I just got excited and started, 00:25:59.040 --> 00:26:00.362 align:middle line:90% so-- 00:26:00.362 --> 00:26:02.070 align:middle line:84% ERIC TREKELL: You got about four minutes. 00:26:02.070 --> 00:26:04.770 align:middle line:90% CRAIG KERR: Oh great, thank you. 00:26:04.770 --> 00:26:08.520 align:middle line:84% And so, I really kind of wanted to focus on our part 00:26:08.520 --> 00:26:11.770 align:middle line:84% in terms of supporting the student as a whole, 00:26:11.770 --> 00:26:15.810 align:middle line:84% because they spend a tremendous amount of class time with you. 00:26:15.810 --> 00:26:18.330 align:middle line:84% So you've gotten the pedagogy, you've 00:26:18.330 --> 00:26:23.650 align:middle line:84% gotten the communication, you've gotten the student real story. 00:26:23.650 --> 00:26:25.830 align:middle line:84% So I kind of wanted to give a different focus 00:26:25.830 --> 00:26:29.550 align:middle line:84% in terms of how accommodations come, about 00:26:29.550 --> 00:26:32.970 align:middle line:84% and how they're communicated to you as faculty, 00:26:32.970 --> 00:26:35.185 align:middle line:84% because oftentimes that is a kind of a-- 00:26:35.185 --> 00:26:38.100 align:middle line:84% I don't know if black hole is the correct term, 00:26:38.100 --> 00:26:40.830 align:middle line:84% but a lot of faculty don't understand the accommodation 00:26:40.830 --> 00:26:44.380 align:middle line:84% process, and why students get accommodations the way they do. 00:26:44.380 --> 00:26:50.070 align:middle line:84% So I just wanted to kind give a brief overview of that. 00:26:50.070 --> 00:26:52.050 align:middle line:84% The last thing that I wanted to communicate 00:26:52.050 --> 00:26:57.340 align:middle line:84% was, as both Bryan and Hope mentioned, so, 00:26:57.340 --> 00:27:02.390 align:middle line:84% disability offices are not just for students. 00:27:02.390 --> 00:27:05.560 align:middle line:84% They're are also four faculty and staff members, 00:27:05.560 --> 00:27:08.800 align:middle line:84% and what we often do is we help translate. 00:27:08.800 --> 00:27:11.930 align:middle line:84% So we're kind of mediators and translators. 00:27:11.930 --> 00:27:14.770 align:middle line:84% So I've often had both students approach me, 00:27:14.770 --> 00:27:17.440 align:middle line:84% and faculty approach me going, I am not 00:27:17.440 --> 00:27:20.950 align:middle line:84% communicating well in this situation, and I need help. 00:27:20.950 --> 00:27:22.210 align:middle line:90% So it could be-- 00:27:22.210 --> 00:27:24.220 align:middle line:84% I've had instructors that are going 00:27:24.220 --> 00:27:29.620 align:middle line:84% like I have a student who, when we have a conversation, 00:27:29.620 --> 00:27:31.750 align:middle line:84% they jump in, they start on the topic, 00:27:31.750 --> 00:27:34.630 align:middle line:84% and then they start wandering off. 00:27:34.630 --> 00:27:37.360 align:middle line:84% And because we live in the Pacific Northwest, most of us 00:27:37.360 --> 00:27:39.280 align:middle line:84% are Pacific Northwest nice, which 00:27:39.280 --> 00:27:43.750 align:middle line:84% means we're trying to figure out a nice way to get people back 00:27:43.750 --> 00:27:45.460 align:middle line:90% to the topic of conversation. 00:27:45.460 --> 00:27:48.580 align:middle line:84% Well, this particular student had a need 00:27:48.580 --> 00:27:52.550 align:middle line:84% to have direct, concrete instruction to bring them back. 00:27:52.550 --> 00:27:55.270 align:middle line:84% So what I talked with their instructor about was, well, 00:27:55.270 --> 00:27:58.990 align:middle line:84% when that person is doing that, I want you to ask them, 00:27:58.990 --> 00:28:01.450 align:middle line:84% could you please tell me if that's on topic. 00:28:01.450 --> 00:28:05.590 align:middle line:84% When they say no, you say, please get back on topic. 00:28:05.590 --> 00:28:08.845 align:middle line:84% Now, for somebody who is neurotypical, 00:28:08.845 --> 00:28:09.970 align:middle line:90% that might be embarrassing. 00:28:09.970 --> 00:28:13.270 align:middle line:84% For this particular student that was neurodivergent, 00:28:13.270 --> 00:28:15.640 align:middle line:84% that's what they needed is a prompt to go oh, yes, I 00:28:15.640 --> 00:28:17.410 align:middle line:90% need to stay on topic. 00:28:17.410 --> 00:28:22.480 align:middle line:84% And then I've had students that are like, 00:28:22.480 --> 00:28:24.790 align:middle line:84% I need some concrete answers, and I'm 00:28:24.790 --> 00:28:27.640 align:middle line:84% getting some theoretical stuff from an instructor, 00:28:27.640 --> 00:28:29.330 align:middle line:90% and I'm not understanding it. 00:28:29.330 --> 00:28:32.710 align:middle line:84% So I met with the three of us together, 00:28:32.710 --> 00:28:36.790 align:middle line:84% and was able to help them understand how they needed 00:28:36.790 --> 00:28:38.590 align:middle line:84% to communicate to the instructor, 00:28:38.590 --> 00:28:41.530 align:middle line:84% and the instructor began to understand, 00:28:41.530 --> 00:28:44.080 align:middle line:84% oh, concrete, operational communication is 00:28:44.080 --> 00:28:45.440 align:middle line:90% going to be the best. 00:28:45.440 --> 00:28:47.995 align:middle line:84% So I just threw all of that out into the mix. 00:28:47.995 --> 00:28:50.800 align:middle line:90% 00:28:50.800 --> 00:28:54.820 align:middle line:84% I'm really interested to know about your questions, 00:28:54.820 --> 00:28:59.000 align:middle line:84% because I know that you've been presented to quite a bit, 00:28:59.000 --> 00:28:59.770 align:middle line:90% is my assumption. 00:28:59.770 --> 00:29:00.853 align:middle line:90% I haven't been in on them. 00:29:00.853 --> 00:29:03.507 align:middle line:84% I know that it's good that you had some breakout groups, 00:29:03.507 --> 00:29:05.090 align:middle line:84% so that you got to talk to each other. 00:29:05.090 --> 00:29:06.610 align:middle line:84% But now I'm very interested to know 00:29:06.610 --> 00:29:08.510 align:middle line:90% what your questions are for us. 00:29:08.510 --> 00:29:10.975 align:middle line:84% So thank you very much for letting me present. 00:29:10.975 --> 00:29:13.350 align:middle line:84% ERIC TREKELL: Thank you for that Craig, and you're right. 00:29:13.350 --> 00:29:16.560 align:middle line:84% That's a deficit-- we didn't address that. 00:29:16.560 --> 00:29:19.920 align:middle line:84% We didn't really talk to anybody about what the process is. 00:29:19.920 --> 00:29:24.060 align:middle line:84% I'm the one who's closest to that on our staff, 00:29:24.060 --> 00:29:27.810 align:middle line:84% so thank you for filling in on that, because it is always 00:29:27.810 --> 00:29:28.920 align:middle line:90% a big question. 00:29:28.920 --> 00:29:31.170 align:middle line:84% At this point, though, we've got about 10 minutes 00:29:31.170 --> 00:29:32.980 align:middle line:90% left in our session. 00:29:32.980 --> 00:29:35.460 align:middle line:90% We've got Hope and Craig. 00:29:35.460 --> 00:29:36.960 align:middle line:90% Bryan may have been pulled off. 00:29:36.960 --> 00:29:40.000 align:middle line:84% They're all taking time out of their workday here, 00:29:40.000 --> 00:29:42.030 align:middle line:90% which I appreciate very much-- 00:29:42.030 --> 00:29:46.350 align:middle line:84% I know we all are, but we're in the middle of our quarter 00:29:46.350 --> 00:29:47.020 align:middle line:90% up here. 00:29:47.020 --> 00:29:51.070 align:middle line:84% So any questions, feel free to either raise your hand, 00:29:51.070 --> 00:29:55.470 align:middle line:84% unmute, or post something, and I'll 00:29:55.470 --> 00:30:00.330 align:middle line:84% be happy to read anything in the chat, if we need to. 00:30:00.330 --> 00:30:03.090 align:middle line:84% Anybody have any questions for disability services folks? 00:30:03.090 --> 00:30:10.310 align:middle line:90% 00:30:10.310 --> 00:30:12.182 align:middle line:84% And this is the point where I do say, I 00:30:12.182 --> 00:30:13.890 align:middle line:84% did used to be in the classroom, as well. 00:30:13.890 --> 00:30:17.240 align:middle line:90% So I can be quiet and wait. 00:30:17.240 --> 00:30:19.460 align:middle line:84% CRAIG KERR: I just think we did such a great job. 00:30:19.460 --> 00:30:21.620 align:middle line:84% TAMI: This is Tami I do have a question for all 00:30:21.620 --> 00:30:23.690 align:middle line:84% of-- for whoever wants to answer. 00:30:23.690 --> 00:30:26.510 align:middle line:84% We've heard a lot of the faculty who are in this workshop, 00:30:26.510 --> 00:30:29.990 align:middle line:84% and a lot who might be watching this later, are really 00:30:29.990 --> 00:30:36.360 align:middle line:84% accommodating, really open, really receptive to whatever 00:30:36.360 --> 00:30:39.690 align:middle line:84% students need, and really meeting them wherever they are. 00:30:39.690 --> 00:30:43.800 align:middle line:84% What is the balance that y'all see between your office, 00:30:43.800 --> 00:30:46.485 align:middle line:84% the student, the faculty, and the law? 00:30:46.485 --> 00:30:50.460 align:middle line:90% 00:30:50.460 --> 00:30:52.600 align:middle line:90% ERIC TREKELL: Anybody want to-- 00:30:52.600 --> 00:30:53.870 align:middle line:90% Craig? 00:30:53.870 --> 00:30:56.560 align:middle line:84% And I see you, Crystal as well, for a question later. 00:30:56.560 --> 00:31:00.010 align:middle line:84% CRAIG KERR: Yeah, so this is Craig from Edmonds College. 00:31:00.010 --> 00:31:02.320 align:middle line:90% I'll put my hand down here. 00:31:02.320 --> 00:31:05.515 align:middle line:84% So there was a lot in that question. 00:31:05.515 --> 00:31:08.530 align:middle line:90% 00:31:08.530 --> 00:31:11.860 align:middle line:90% So let me first caution-- 00:31:11.860 --> 00:31:13.630 align:middle line:84% I'm a bit of a word nerd, so I'm going 00:31:13.630 --> 00:31:17.290 align:middle line:84% to caution faculty using the word accommodation, 00:31:17.290 --> 00:31:18.730 align:middle line:90% or accommodate. 00:31:18.730 --> 00:31:21.430 align:middle line:84% So the reason why I would caution you with that, 00:31:21.430 --> 00:31:23.650 align:middle line:84% I think you can say you can be flexible, 00:31:23.650 --> 00:31:26.350 align:middle line:90% or that you can be supportive. 00:31:26.350 --> 00:31:30.880 align:middle line:84% When the word accommodate either comes into language, 00:31:30.880 --> 00:31:34.960 align:middle line:84% or it comes into email, what we're 00:31:34.960 --> 00:31:38.710 align:middle line:84% looking at when we're looking at accommodations 00:31:38.710 --> 00:31:42.658 align:middle line:90% is that it's seen as-- 00:31:42.658 --> 00:31:46.630 align:middle line:84% there is work in the law that talks about students 00:31:46.630 --> 00:31:50.830 align:middle line:84% who are perceived to have a condition or disability, right? 00:31:50.830 --> 00:31:52.600 align:middle line:84% And so when you start using that word, 00:31:52.600 --> 00:31:56.590 align:middle line:84% accommodate, or giving them accommodations outside of what 00:31:56.590 --> 00:31:58.815 align:middle line:84% the disability office has asked you to do, 00:31:58.815 --> 00:32:00.940 align:middle line:84% you're getting the college in the disability office 00:32:00.940 --> 00:32:05.920 align:middle line:84% and a bit of a conundrum because of using that word. 00:32:05.920 --> 00:32:09.868 align:middle line:90% So I don't mean to call you out. 00:32:09.868 --> 00:32:12.160 align:middle line:84% This is a conversation I have with faculty all the time 00:32:12.160 --> 00:32:14.210 align:middle line:90% at the college I work at. 00:32:14.210 --> 00:32:18.620 align:middle line:90% So that would be one thing. 00:32:18.620 --> 00:32:23.680 align:middle line:84% And so, how I tried to approach faculty members, 00:32:23.680 --> 00:32:26.980 align:middle line:90% in terms of accommodations, is-- 00:32:26.980 --> 00:32:29.450 align:middle line:84% I might be a little bit more tight on this. 00:32:29.450 --> 00:32:34.210 align:middle line:84% So I ask faculty not to give accommodations 00:32:34.210 --> 00:32:37.450 align:middle line:84% outside of what has been communicated to you 00:32:37.450 --> 00:32:39.760 align:middle line:90% via the disability office. 00:32:39.760 --> 00:32:42.130 align:middle line:84% And the reason why this is, is because once you 00:32:42.130 --> 00:32:45.640 align:middle line:84% start to be flexible with a student, 00:32:45.640 --> 00:32:48.400 align:middle line:84% and another student who is maybe not neurodiverse 00:32:48.400 --> 00:32:52.870 align:middle line:84% starts to ask you, you have to give them that flexibility 00:32:52.870 --> 00:32:58.210 align:middle line:84% to be equal, and have equity in your classroom. 00:32:58.210 --> 00:33:02.795 align:middle line:84% And if it's through the disability office, 00:33:02.795 --> 00:33:05.170 align:middle line:84% and then another student asked for that same flexibility, 00:33:05.170 --> 00:33:08.740 align:middle line:84% you can say, well, it's something 00:33:08.740 --> 00:33:12.390 align:middle line:84% that has been communicated, and this is something 00:33:12.390 --> 00:33:14.020 align:middle line:90% that they have. 00:33:14.020 --> 00:33:16.720 align:middle line:84% If you feel like you need an accommodation, 00:33:16.720 --> 00:33:19.120 align:middle line:84% you can talk to the disability office. 00:33:19.120 --> 00:33:22.090 align:middle line:84% So those are the two things that jump out 00:33:22.090 --> 00:33:28.780 align:middle line:84% to me regarding that question, because it helps faculty not 00:33:28.780 --> 00:33:32.060 align:middle line:84% to get into that-- he or she gets this. 00:33:32.060 --> 00:33:33.850 align:middle line:90% How come I don't? 00:33:33.850 --> 00:33:37.570 align:middle line:84% And then it talks about that wavy line, 00:33:37.570 --> 00:33:40.580 align:middle line:84% in terms of being flexible with students. 00:33:40.580 --> 00:33:44.980 align:middle line:84% Now, I will say that I'm talking about specific accommodations. 00:33:44.980 --> 00:33:47.620 align:middle line:84% I'm not talking about situational things, where 00:33:47.620 --> 00:33:53.530 align:middle line:84% a student may have a situation that comes up that they're not 00:33:53.530 --> 00:33:56.750 align:middle line:84% able to turn into homework, so you are flexible for that. 00:33:56.750 --> 00:34:01.450 align:middle line:84% So I was mainly talking about accommodation things. 00:34:01.450 --> 00:34:02.980 align:middle line:90% ERIC TREKELL: Thank you, Craig. 00:34:02.980 --> 00:34:04.690 align:middle line:90% Anything to add, Hope or Bryan? 00:34:04.690 --> 00:34:06.580 align:middle line:84% If not, we'll go on to the next question. 00:34:06.580 --> 00:34:11.080 align:middle line:84% OK, Crystal Feel free to unmute and-- 00:34:11.080 --> 00:34:15.159 align:middle line:84% CRYSTAL: So my question is primarily around suggestions 00:34:15.159 --> 00:34:16.989 align:middle line:90% for how we can support-- 00:34:16.989 --> 00:34:20.889 align:middle line:84% how we can best support students who come to us 00:34:20.889 --> 00:34:26.210 align:middle line:84% self-disclosing various diagnoses that they might have, 00:34:26.210 --> 00:34:29.540 align:middle line:84% but they don't have the official documentation in place. 00:34:29.540 --> 00:34:31.900 align:middle line:84% And so, getting them officially recognized 00:34:31.900 --> 00:34:36.159 align:middle line:84% accommodations or supports is difficult. So, 00:34:36.159 --> 00:34:39.520 align:middle line:84% is there an alternative avenue for students 00:34:39.520 --> 00:34:44.650 align:middle line:84% to get those things recognized if finances or access is 00:34:44.650 --> 00:34:47.560 align:middle line:84% a barrier for them in getting whatever required 00:34:47.560 --> 00:34:50.530 align:middle line:90% documentation is necessary? 00:34:50.530 --> 00:34:54.750 align:middle line:84% ERIC TREKELL: Hope, you look like you'd like to answer that. 00:34:54.750 --> 00:34:58.160 align:middle line:84% HOPE STOUT: So when it comes to the documentation standards 00:34:58.160 --> 00:35:00.650 align:middle line:84% for receiving accommodations, at least 00:35:00.650 --> 00:35:03.470 align:middle line:84% in the state of Washington, each school 00:35:03.470 --> 00:35:07.790 align:middle line:84% sets their own standards for documentation, 00:35:07.790 --> 00:35:11.840 align:middle line:84% and qualification for accommodations. 00:35:11.840 --> 00:35:16.670 align:middle line:84% So right now, most of my colleagues 00:35:16.670 --> 00:35:20.310 align:middle line:84% and I in the state of Washington follow what 00:35:20.310 --> 00:35:21.650 align:middle line:90% were called AHEAD guidelines. 00:35:21.650 --> 00:35:23.600 align:middle line:84% AHEAD is our professional organization, 00:35:23.600 --> 00:35:27.110 align:middle line:84% national organization, and it's a three pronged approach 00:35:27.110 --> 00:35:30.050 align:middle line:84% to determining whether a student qualifies, 00:35:30.050 --> 00:35:32.000 align:middle line:90% and what they qualify for. 00:35:32.000 --> 00:35:36.110 align:middle line:84% And the three prongs are students self-report-- so 00:35:36.110 --> 00:35:39.920 align:middle line:84% lived life experience, our professional judgment, 00:35:39.920 --> 00:35:43.110 align:middle line:84% and documentation from an expert. 00:35:43.110 --> 00:35:46.850 align:middle line:84% And so depending on where the student is, 00:35:46.850 --> 00:35:51.230 align:middle line:84% they may not need to provide documentation, or very 00:35:51.230 --> 00:35:53.100 align:middle line:90% little documentation at all. 00:35:53.100 --> 00:35:56.390 align:middle line:84% So what I would recommend is having 00:35:56.390 --> 00:35:58.520 align:middle line:90% a conversation with your AD-- 00:35:58.520 --> 00:36:01.160 align:middle line:84% your disability support provider, and ask them 00:36:01.160 --> 00:36:03.530 align:middle line:84% what their criteria are-- because like I said, 00:36:03.530 --> 00:36:05.960 align:middle line:90% we all do it a little different. 00:36:05.960 --> 00:36:09.530 align:middle line:84% But ask them what their criteria are, and then ask them, 00:36:09.530 --> 00:36:14.330 align:middle line:84% if I have a student who self-identifies to me, 00:36:14.330 --> 00:36:18.380 align:middle line:84% but doesn't have current documentation, what services 00:36:18.380 --> 00:36:20.120 align:middle line:90% do you offer? 00:36:20.120 --> 00:36:22.250 align:middle line:90% Do you have referral services? 00:36:22.250 --> 00:36:25.430 align:middle line:84% Do you know of resources that can help 00:36:25.430 --> 00:36:27.320 align:middle line:90% them get the documentation? 00:36:27.320 --> 00:36:32.180 align:middle line:84% Or how old, how new does the documentation have to be? 00:36:32.180 --> 00:36:33.560 align:middle line:90% There are some conditions-- 00:36:33.560 --> 00:36:39.180 align:middle line:84% I mean, when you have learning disabilities, 00:36:39.180 --> 00:36:41.190 align:middle line:84% learning disabilities can change. 00:36:41.190 --> 00:36:45.580 align:middle line:84% So sometimes having more recent documentation is important. 00:36:45.580 --> 00:36:51.620 align:middle line:84% But if you have another condition, juvenile diabetes, 00:36:51.620 --> 00:36:53.180 align:middle line:90% that's not changing. 00:36:53.180 --> 00:36:56.630 align:middle line:84% You get juvenile diabetes, you have juvenile 00:36:56.630 --> 00:36:58.290 align:middle line:90% diabetes your entire life. 00:36:58.290 --> 00:37:02.090 align:middle line:90% So do I need a letter saying-- 00:37:02.090 --> 00:37:03.980 align:middle line:84% dated two days ago that says you have 00:37:03.980 --> 00:37:07.100 align:middle line:84% juvenile diabetes, or something when you were 15 00:37:07.100 --> 00:37:09.050 align:middle line:90% will work just fine. 00:37:09.050 --> 00:37:11.360 align:middle line:84% Because I'm going to take that, and then 00:37:11.360 --> 00:37:15.410 align:middle line:84% I'm going to talk to you about your lived life experiences. 00:37:15.410 --> 00:37:17.960 align:middle line:84% But I would suggest right off the bat, 00:37:17.960 --> 00:37:23.570 align:middle line:84% talk to your particular person, and find out what they need, 00:37:23.570 --> 00:37:27.730 align:middle line:90% and then go from there. 00:37:27.730 --> 00:37:29.530 align:middle line:90% ERIC TREKELL: Great, great. 00:37:29.530 --> 00:37:31.560 align:middle line:90% Catherine. 00:37:31.560 --> 00:37:34.140 align:middle line:84% CATHERINE: So I teach mathematics, 00:37:34.140 --> 00:37:38.460 align:middle line:84% and I've actually been talking with some people that 00:37:38.460 --> 00:37:41.940 align:middle line:84% teach mathematics, teach physics, teach geology, teach 00:37:41.940 --> 00:37:47.670 align:middle line:84% chemistry about how we aren't really positive how best 00:37:47.670 --> 00:37:49.770 align:middle line:84% to teach for certain topics, like how do you 00:37:49.770 --> 00:37:51.190 align:middle line:90% describe a graph-- 00:37:51.190 --> 00:37:54.060 align:middle line:84% how do you teach a student a graph who can't see the graph? 00:37:54.060 --> 00:37:59.100 align:middle line:84% Or how do you teach a student who has dyscalculia? 00:37:59.100 --> 00:38:02.550 align:middle line:84% Or how do you take a student on a field trip 00:38:02.550 --> 00:38:06.060 align:middle line:84% who has a physical disability, who can't 00:38:06.060 --> 00:38:07.990 align:middle line:90% walk through the field trip? 00:38:07.990 --> 00:38:11.550 align:middle line:84% So we actually are proposing to do a grant 00:38:11.550 --> 00:38:14.700 align:middle line:84% to bring together some people to create a community of practice 00:38:14.700 --> 00:38:17.460 align:middle line:84% to do this, and we're just kind of curious 00:38:17.460 --> 00:38:19.740 align:middle line:84% if there are people out there that 00:38:19.740 --> 00:38:23.760 align:middle line:84% would be willing and able to help us, facilitate 00:38:23.760 --> 00:38:26.265 align:middle line:84% and train us, because I don't know anything myself. 00:38:26.265 --> 00:38:29.890 align:middle line:90% 00:38:29.890 --> 00:38:33.730 align:middle line:84% ERIC TREKELL: Yes, Catherine I'll 00:38:33.730 --> 00:38:38.500 align:middle line:84% communicate with you about that one-on-one. 00:38:38.500 --> 00:38:39.420 align:middle line:90% OK? 00:38:39.420 --> 00:38:41.170 align:middle line:84% CATHERINE: OK, and is this also something 00:38:41.170 --> 00:38:45.070 align:middle line:84% that the Disability Resource officers at your school can do, 00:38:45.070 --> 00:38:45.880 align:middle line:90% too? 00:38:45.880 --> 00:38:48.380 align:middle line:84% ERIC TREKELL: Yes, they will, definitely. 00:38:48.380 --> 00:38:51.100 align:middle line:84% That would have been the first thing on my list. 00:38:51.100 --> 00:38:55.000 align:middle line:84% Check in-- they'll know how to help figure 00:38:55.000 --> 00:38:56.350 align:middle line:90% out tactile graphics. 00:38:56.350 --> 00:38:58.840 align:middle line:84% They'll know how to help figure out transportation 00:38:58.840 --> 00:39:00.620 align:middle line:90% for a student in a chair. 00:39:00.620 --> 00:39:02.710 align:middle line:90% They'll-- yeah. 00:39:02.710 --> 00:39:07.580 align:middle line:84% But there are trainers at the national level as well. 00:39:07.580 --> 00:39:09.100 align:middle line:90% Good question. 00:39:09.100 --> 00:39:10.930 align:middle line:84% There are some questions, and I do 00:39:10.930 --> 00:39:13.180 align:middle line:84% think we're probably going to go over a few minutes, 00:39:13.180 --> 00:39:15.700 align:middle line:90% if everybody's OK with that. 00:39:15.700 --> 00:39:17.080 align:middle line:84% I don't want anybody to walk away 00:39:17.080 --> 00:39:19.270 align:middle line:84% without having at least some interaction 00:39:19.270 --> 00:39:21.590 align:middle line:90% with their questions. 00:39:21.590 --> 00:39:25.420 align:middle line:84% Chris-- I'll just go ahead and read, Chris, your question. 00:39:25.420 --> 00:39:27.280 align:middle line:84% I'm curious to hear your perspective 00:39:27.280 --> 00:39:30.340 align:middle line:84% on how an interested faculty member could 00:39:30.340 --> 00:39:34.040 align:middle line:84% arrange to meet with students before the term begins. 00:39:34.040 --> 00:39:36.670 align:middle line:84% I know that would help me to be a much better instructor, 00:39:36.670 --> 00:39:40.810 align:middle line:84% if I had some specific tips, hints that I can incorporate. 00:39:40.810 --> 00:39:42.970 align:middle line:84% Anybody have any thoughts on that-- 00:39:42.970 --> 00:39:46.540 align:middle line:90% Bryan, Craig, Hope? 00:39:46.540 --> 00:39:47.160 align:middle line:90% Bryan. 00:39:47.160 --> 00:39:49.540 align:middle line:84% BRYAN FAUTH: Yeah, I think that's a great question. 00:39:49.540 --> 00:39:57.030 align:middle line:84% I think that would be if you had a roster of who's 00:39:57.030 --> 00:39:59.580 align:middle line:90% enrolled in your class. 00:39:59.580 --> 00:40:02.220 align:middle line:84% And I think you just send out a general 00:40:02.220 --> 00:40:11.580 align:middle line:84% invite to everyone in the class, because I think, one thing, 00:40:11.580 --> 00:40:22.660 align:middle line:84% that we don't want to single out students with disabilities. 00:40:22.660 --> 00:40:28.050 align:middle line:84% So I think-- and also, having a lot of those conversations 00:40:28.050 --> 00:40:31.350 align:middle line:84% with students, you find out a lot about them. 00:40:31.350 --> 00:40:34.800 align:middle line:84% They may disclose to you that they have a disability, 00:40:34.800 --> 00:40:38.100 align:middle line:84% but don't even know that accommodations 00:40:38.100 --> 00:40:41.640 align:middle line:84% could be possible for them at the college level. 00:40:41.640 --> 00:40:46.050 align:middle line:84% And that could give the faculty member a great opportunity 00:40:46.050 --> 00:40:52.567 align:middle line:84% to refer them to their college's disability support office. 00:40:52.567 --> 00:40:53.400 align:middle line:90% ERIC TREKELL: Great. 00:40:53.400 --> 00:40:57.950 align:middle line:84% So Bryan is suggesting invite any student. 00:40:57.950 --> 00:41:00.090 align:middle line:84% Craig, Hope, do you have other thoughts, 00:41:00.090 --> 00:41:01.415 align:middle line:90% or do think that's it? 00:41:01.415 --> 00:41:03.520 align:middle line:84% Are there additional things, Hope? 00:41:03.520 --> 00:41:07.100 align:middle line:84% HOPE STOUT: Oh, I know that, at least in my campus, 00:41:07.100 --> 00:41:13.040 align:middle line:84% that my office sends out, about a week in advance, 00:41:13.040 --> 00:41:15.800 align:middle line:84% all of the requests for accommodations that we've 00:41:15.800 --> 00:41:19.580 align:middle line:84% gotten prior to the quarter, about a week 00:41:19.580 --> 00:41:20.960 align:middle line:90% before the first day. 00:41:20.960 --> 00:41:24.950 align:middle line:84% And traditionally, schools have kind of 00:41:24.950 --> 00:41:28.910 align:middle line:84% dumped the responsibility for initiating that conversation 00:41:28.910 --> 00:41:31.470 align:middle line:90% on the student in the past. 00:41:31.470 --> 00:41:33.290 align:middle line:84% And what I would recommend is that if you 00:41:33.290 --> 00:41:37.190 align:middle line:84% get those letters in advance, just reach out to the student, 00:41:37.190 --> 00:41:39.020 align:middle line:84% acknowledge that you've got the letter. 00:41:39.020 --> 00:41:43.370 align:middle line:84% Tell them that you would love to have a conversation 00:41:43.370 --> 00:41:49.400 align:middle line:84% to talk about how you can be the best instructor for them, 00:41:49.400 --> 00:41:53.210 align:middle line:90% and connect that way. 00:41:53.210 --> 00:41:54.680 align:middle line:84% Like I said, in the past, it's kind 00:41:54.680 --> 00:41:55.970 align:middle line:90% of all been on the student. 00:41:55.970 --> 00:42:01.280 align:middle line:84% And technically, legally, at the end of the day that's true, 00:42:01.280 --> 00:42:03.800 align:middle line:90% but you guys are-- 00:42:03.800 --> 00:42:06.740 align:middle line:90% 00:42:06.740 --> 00:42:09.140 align:middle line:84% faculty want their students to succeed. 00:42:09.140 --> 00:42:11.660 align:middle line:84% There is not an instructor on Earth 00:42:11.660 --> 00:42:13.860 align:middle line:84% that wants their students to fail. 00:42:13.860 --> 00:42:16.880 align:middle line:84% And so just taking that extra step 00:42:16.880 --> 00:42:20.860 align:middle line:84% to express your interest in their success. 00:42:20.860 --> 00:42:21.860 align:middle line:90% ERIC TREKELL: Thank you. 00:42:21.860 --> 00:42:22.360 align:middle line:90% Yep. 00:42:22.360 --> 00:42:26.030 align:middle line:90% 00:42:26.030 --> 00:42:28.310 align:middle line:84% Last couple of three questions in this. 00:42:28.310 --> 00:42:31.940 align:middle line:84% Then we'll wrap up after this, and take a short break, 00:42:31.940 --> 00:42:35.210 align:middle line:84% and then come back for our last session. 00:42:35.210 --> 00:42:38.600 align:middle line:84% Jan has asked, are we dependent on requests for accommodation 00:42:38.600 --> 00:42:41.150 align:middle line:90% in designing our course? 00:42:41.150 --> 00:42:44.360 align:middle line:84% What about students who are not diagnosed, and doesn't 00:42:44.360 --> 00:42:46.970 align:middle line:84% neurodiversity apply to every person? 00:42:46.970 --> 00:42:49.310 align:middle line:84% Also how do we incorporate, communicate 00:42:49.310 --> 00:42:51.532 align:middle line:84% neurodiversity goals in our learning objectives. 00:42:51.532 --> 00:42:52.490 align:middle line:90% So, quite a few things. 00:42:52.490 --> 00:42:54.260 align:middle line:84% All right, let's-- first question. 00:42:54.260 --> 00:42:55.350 align:middle line:90% Yeah, Craig, go ahead. 00:42:55.350 --> 00:42:55.850 align:middle line:90% First one. 00:42:55.850 --> 00:42:57.170 align:middle line:90% CRAIG KERR: Yeah, so I-- 00:42:57.170 --> 00:42:59.810 align:middle line:84% Jan, I wrote something in the chat. 00:42:59.810 --> 00:43:01.670 align:middle line:84% I wrote something in the chat there, Jan. 00:43:01.670 --> 00:43:03.230 align:middle line:90% So a little bit-- 00:43:03.230 --> 00:43:07.560 align:middle line:90% 00:43:07.560 --> 00:43:08.060 align:middle line:90% yeah. 00:43:08.060 --> 00:43:15.470 align:middle line:84% So if it's specific to hearing impaired or deaf students, 00:43:15.470 --> 00:43:19.700 align:middle line:84% so remember that public speaking, if you're deaf, 00:43:19.700 --> 00:43:21.050 align:middle line:90% is public speaking. 00:43:21.050 --> 00:43:23.270 align:middle line:84% Fortunately, we have sine language interpreters 00:43:23.270 --> 00:43:26.690 align:middle line:84% here with us on the call today, so that 00:43:26.690 --> 00:43:28.620 align:middle line:90% would be public speaking. 00:43:28.620 --> 00:43:30.200 align:middle line:84% So when you're having someone who 00:43:30.200 --> 00:43:33.680 align:middle line:84% has a hearing impairment, or who is deaf, 00:43:33.680 --> 00:43:36.170 align:middle line:84% what you would have-- you would have an interpreter 00:43:36.170 --> 00:43:43.040 align:middle line:84% in your class that would voice for the student who 00:43:43.040 --> 00:43:44.660 align:middle line:90% is deaf or hard of hearing. 00:43:44.660 --> 00:43:47.390 align:middle line:84% And so that's how that would work, 00:43:47.390 --> 00:43:50.940 align:middle line:84% in terms of your public speaking, of course. 00:43:50.940 --> 00:43:54.410 align:middle line:84% The same pedagogy in terms of public speaking 00:43:54.410 --> 00:43:58.820 align:middle line:84% is applicable to students who are able to voice themselves 00:43:58.820 --> 00:44:02.810 align:middle line:84% as it is to someone who is deaf or hard of hearing. 00:44:02.810 --> 00:44:08.900 align:middle line:84% So the idea that I wanted to get across as there is a pedagogy 00:44:08.900 --> 00:44:12.710 align:middle line:84% called universal design in learning, UDL. 00:44:12.710 --> 00:44:18.480 align:middle line:84% I don't know if Sara and Marisa talked about that much 00:44:18.480 --> 00:44:20.530 align:middle line:84% at all and the pedagogy, but that 00:44:20.530 --> 00:44:23.800 align:middle line:84% incorporates-- it's the idea of universal [INAUDIBLE],, 00:44:23.800 --> 00:44:29.500 align:middle line:84% and basically came from engineering and architecture, 00:44:29.500 --> 00:44:32.140 align:middle line:84% where they created spaces, like you're going to the grocery 00:44:32.140 --> 00:44:33.610 align:middle line:84% store now and you don't have to touch anything, 00:44:33.610 --> 00:44:35.230 align:middle line:84% because you have an automatic door. 00:44:35.230 --> 00:44:37.820 align:middle line:84% That's universal design in architecture. 00:44:37.820 --> 00:44:40.970 align:middle line:84% So there is a pedagogy called universal design in learning. 00:44:40.970 --> 00:44:45.760 align:middle line:84% And so, I would encourage all faculty to brush up on that, 00:44:45.760 --> 00:44:49.390 align:middle line:84% to be able to inform their creating 00:44:49.390 --> 00:44:52.900 align:middle line:84% their curriculum and their pedagogy with that in mind. 00:44:52.900 --> 00:44:59.810 align:middle line:90% 00:44:59.810 --> 00:45:00.620 align:middle line:90% ERIC TREKELL: Yeah. 00:45:00.620 --> 00:45:03.650 align:middle line:84% BRYAN FAUTH: Yeah, I know about, Jan, you 00:45:03.650 --> 00:45:05.350 align:middle line:90% mentioned classes online. 00:45:05.350 --> 00:45:08.330 align:middle line:90% 00:45:08.330 --> 00:45:12.170 align:middle line:84% There's a lot more, I think, often when something's 00:45:12.170 --> 00:45:16.580 align:middle line:84% online to make it accessible-- there's captions, 00:45:16.580 --> 00:45:18.050 align:middle line:84% there's a lot of different tools. 00:45:18.050 --> 00:45:26.270 align:middle line:84% And also, as we learn through remote modality 00:45:26.270 --> 00:45:29.915 align:middle line:84% during the pandemic, interviewing 00:45:29.915 --> 00:45:32.850 align:middle line:90% could be done online. 00:45:32.850 --> 00:45:40.640 align:middle line:84% So I think UDL, universal design in learning principles 00:45:40.640 --> 00:45:43.720 align:middle line:84% can be applied to both modalities. 00:45:43.720 --> 00:45:44.750 align:middle line:90% ERIC TREKELL: Yeah. 00:45:44.750 --> 00:45:48.020 align:middle line:84% I think that there can be a lot of variety, 00:45:48.020 --> 00:45:50.657 align:middle line:84% too, because communication space isn't just 00:45:50.657 --> 00:45:51.740 align:middle line:90% sitting in front of some-- 00:45:51.740 --> 00:45:53.660 align:middle line:84% standing in front of a room and speaking. 00:45:53.660 --> 00:45:58.640 align:middle line:84% Maybe recording a polished video is a good option. 00:45:58.640 --> 00:46:02.330 align:middle line:84% Lots of possibilities, but we do need to wrap up, unfortunately. 00:46:02.330 --> 00:46:05.440 align:middle line:84% I'd really like to thank Hope, Bryan, and Craig 00:46:05.440 --> 00:46:07.460 align:middle line:90% for joining us today. 00:46:07.460 --> 00:46:12.380 align:middle line:84% They've been so integral to my own learning as a disability 00:46:12.380 --> 00:46:16.790 align:middle line:84% services person prior to coming to the DO-IT center 00:46:16.790 --> 00:46:18.840 align:middle line:84% and working on these grant projects. 00:46:18.840 --> 00:46:21.980 align:middle line:84% So thank you all so much, and I know 00:46:21.980 --> 00:46:23.670 align:middle line:90% I'll see you all around again. 00:46:23.670 --> 00:46:25.760 align:middle line:84% Feel free to hang around, if you have time, 00:46:25.760 --> 00:46:27.820 align:middle line:90% and I know you may not--