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O; N:/Drive: Janice Folder - Powerpoint Presentation Folder - "Tips Study Abroad.ppt"?<PTools for Advising & Accommodating Students with Disabilities for Study AbroadQQ OSTips for Advising and Accommodating Students with Disabilities for Study a BroadTT((SCCCD has a Commitment to include students with disabilities in the international experience. Two Federal Legislation mandates requirements for equal access for higher education in United States. Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act (ADA) of 1990.)P)P Institutions and Programs abroad are not held to same requirements. Work with DSP&S to choose appropriate programs and arrange for academic accommodations. Disability varies between and within disabilities. Disability verification should be made by DSP&S. QDisability CategoriesLearning Disabilities Mobility Disabilities Hearing Disabilities Blind and Visual Disabilities Psychological Disabilities Other Health Disabilities[Typical Academic Accommodations F THLearning Disabilities (Listening, speaking, reading, writing, reasoning)0I0(3Copies of syllabi and assignments in advance Extended time on exams, quizzes Separate exam room Notetakers Taping lectures Adaptive technology Priority registration Modified Assignment deadline or a different way of completing the assignment TutorPU @Mobility Disabilities (Limited mobility, coordination, movement)0A0(+Accessible classroom and furniture Adaptive computers and software Extended time for exams, scribe Reduced course load Accessible transportation Use of  own personal attendants Notetaking assistance Priority registration Ramps, elevatorsPS&Deaf and Hard of Hearing Disabilities 0'%0(American Sign Language interpreters Real time captioning Captioned videos Notetaking assistance Telephone tele text devises Priority registration Visual Alert System Audio Induction Loop, Infrared Systems, Assistive Listening Devises Preferred SeatingPW ~Visual Disabilities (legal blindness, partial sight, total blindness and includes low vision such as impaired field of vision)00(kMobility orientation Advance copies of syllabi and course materials Alternate format of reading materials Notetaker Adaptive technology Priority registrationZV \Psychological Disabilities (Depression, bi polar disorder, anxiety disorders, schizophrenia)$]0BSeparate room for exams Extended time for exams Modified deadlines or reduced course load Priority registration Syllabus in advance Modified assignment deadline Oral instead of written Note taker TutorPREOther Health Diabilities (Diabetes, cancer, epilepsy, HIV-AIDs, etc.)0F0(-, "kReduced course load Extra time on exams Modified deadlines Taping lectures Notetakers Priority registrationX 'Roles and Responsibilities for Advisors((Q. Who Qualifies as a student with a disability? Q. Who is programmatically responsible for accommodations? Q. Can DSP&S share information about a student prior to acceptance?Y  Q. Is a signed release required in order to provide information about the student to outside study abroad organizations or overseas staff? Q. How is it determined what accommodations will be provided for a given student? Q. What procedures are recommended if a study abroad site is unwilling to make accommodations? How do we determine whether a student with a disability can participate in a study abroad program if the requested accommodations are not available? $PPZ Q. If staff are concerned about safety issues at a particular site for a student with a disability, can the student be refused admission to that particular site? Q. What if a student brings disability-related personal property to the overseas site (e.g. computer, with speech software) and something happens to it overseas?). Q. If SCCCD responsible for sending a sign language interpreter overseas if requested by a hearing-impaired student? Tips for AdvisorsEncourage early disclosure Prepare alternate media in advance Review program experience and expectations (i.e. field trips, living with host families, public transportation, cultural differences)i[Cont.lReview differential access and a host country s different infrastructure and disability awareness Encourage students to review resource material Encourage students to work closely with DSP&S before travel Encourage students to work closely with the International Education faculty to complete all documentation7P7Cont.Review whether the international site can accommodate a student and determine the options Faculty and advisors making site visits should gather accessibility information and document for the district Encourage students to disclose and discuss their disability with international education faculty. Encourage alumni of international educational to share their experiences with other interested studentsZ\=Information for Students with Disabilities for Study Abroad>>F ]+Useful Sites for Students with Disabilities,,Quick Tips for Students with Disabilities Studying Abroad: These tips are a great starting point for your research. Access Abroad  University of Minnesota/Information for Students with Disabilities: Access Abroad, a federally funded project, seeks to enhance existing study abroad opportunities for students with disabilities. This is currently the most comprehensive resource for students with disabilities and study abroad. Make sure you visit it.8P::S^ qMobility International USA: Mobility International USA (MIUSA) aspires to empower people with disabilities through international exchange, information, technical assistance, and training, to ensure the inclusion of people with disabilities in international exchange and development programs. Access-Able Travel Source: Provides access information to disabled travelers.0rZ 4_ NGlobal Access: This disabled travel network is a forum for disabled travelers to share their experiences. Find travel tips and articles on a wide variety of destinations. If you have traveled with a disability, submit your own story to this site. Disability Information for Students: Of particular interest is this site s International Disability News Ticker, with links to news stories on disability from around the world.6$)University of Minnesotahttp://www.umaabroad,unm.edu/access/professional /recruit.html : The University has done a lot of work and has many resources for students traveling with disabilities. T0>` ~Country Reports on Human Rights Practices: The Country Reports on Human Rights Practices are submitted annually by the U.S. Department of State to the U.S. Congress. They cover internationally recognized individual, civil, political, and worker rights as set forth in the Universal Declaration of Human Rights, and include summaries of policies toward individuals with disabilities.*Ua |Financial Aid for International Exchange and Disability: This handout published by Mobility International USA explains how it may be possible to use Supplementary Security Income or Vocational Rehabilitation Funding toward study abroad. Skill: National Bureau for Students with Disabilities: Promotes opportunities in higher education across the UK for students with disabilities.6}86Z Test Your Study Abroad Knowledge!!(Imagine you were choosing a famous person to provide the key note speech for the Study Abroad Program. Who of the following does not have a disability? Marlee Matlin Patty Duke Cher Al Pacino Ray Charles4Z4" Z4>  Cont.zWhich of the following categories is not considered a disability? Deafness Blindness Learning Disability Cancer Broken leg,B9" B9!Cont.SIf you were put in charge of developing a brochure to promote international opportunities for students with disabilities, what would you want to include in the brochure? Pictures of people with disabilities going abroad Information on potential financial aid options Information on how to request disability accommodations All of the above4Z" Z"Cont.;Imagine you are working with a student who discloses a hidden disability (e.g. Learning disability, health disability). Which of the following would not be a potential accommodation for the students? Sign language interpreter Extended time for tests Note taker Refrigeration for medications Quiet space for testing4Pt" Pt#Cont.mImagine you are a student with a mobility disability planning to study in England. What would give you the most valuable information about accessibility at your chosen site? International Study Abroad site access summary Reading a guidebook for London Asking your DSP&S office Contacting a student with a similar disability Imagining what you think it will be like4Z" Z$Cont.If you were a student with a learning disability planning to study in Europe, which of the following would not be a potential cultural concern related to your disability? Whether or not learning disabilities are recognized in the culture Whether faculty are open to providing extended time on tests Whether classes will be interesting Whether a quiet, distraction-free environment is available on-site4Z" Z%Cont.Imagine you were a student who had used disability accommodations on you home campus but were uncertain how to go about requesting accommodations abroad. What would be the best approach? Wait and ask the overseas staff once you arrive Meet with your disability specialist to discuss accommodation needs Meet with your study abroad advisor to communicate needs and have them forwarded Assume that your accommodations will not be needed overseas Both B and C6P" P&Cont.If you were asked to clarify the ADA requirements, which of the following statements would be true? All study abroad sites must have elevators US colleges should provide equal access to their classes and services for students with disabilities Students with disabilities must be able to participate in any study abroad program A student must receive any modifications requested, even if it fundamentally alters the nature of the program A sign language interpreter must be provided to a deaf student at all times.4dP" Pd'Cont.If you were a student with a disability planning to study abroad, what would be the most important quality to possess in order to contribute to your success abroad? 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BLCDEF% L .% @  `"9 @  B*C,DEF *, @  `" A  BCDEF  @  `"a{b  o  # "rzB n <D " L LzB p <D "ozB q <D "ozB r <D "ozB s <D "ozB t <D "vovzB u <D "Z oZ zB v <D "> o> zB w <D "" o" zB x <D " o zB y <D " o b m  # "k zB  <D"" n" zB  <D" L LzB  <D" ^ zzB  <D"  zB  <D"vrvzB  <D"ozB B <D"xLLzB  <D"L.LzB B <D"*L|LzB  <D"LLzB  <D"zB  <D"zB  <D"mzB  <D"zB  <D"oz  <A earth"P  Hu ?"P  u T Click to edit Master title style! !  0u "@ p u W#Click to edit Master subtitle style$ $  6u "P u \*C  6u "  u ^*C  6|u " u ^*CB  s *޽h ? fГ̳t*0 `<:(  < < 0 u P%  u \*  < 0du  % u ^* d < c $ ?(K  u < 0u  @) u RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S < 6hu P  u \*  < 6u   u ^* H < 0޽h ? ̙3380___PPT10.s  (      0g' P%  ' X*    0: 0 :(  r  S PXJ     S ԐXIi  "p`PpH  0޽h ? fГ̳t80___PPT10.^P: 0 :(  r  S XJ     S  XIi  "p`PpH  0޽h ? fГ̳t80___PPT10.^Ѝ:  0 :(  r  S lXJ     S 8XIi  "p`PpH  0޽h ? fГ̳t80___PPT10.^`: !0 :(  r  S XJ     S XIi  "p`PpH  0޽h ? fГ̳t80___PPT10._ R: "0  :(  r  S XJ     S XIi  "p`PpH  0޽h ? fГ̳t80___PPT10.`p: #0 @:(  r  S XJ     S XIi  "p`PpH  0޽h ? fГ̳t80___PPT10.`r: $0 `:(  r  S XJ     S t9uXIi  "p`PpH  0޽h ? fГ̳t80___PPT10.`~{: %0  :(   r   S XJ      S XIi  "p`PpH   0޽h ? fГ̳t80___PPT10.a`N: &0 (:(  (r ( S $XJ    ( S , XIi  "p`PpH ( 0޽h ? fГ̳t80___PPT10.a`z  0  (  x  c $X0i  H  0޽h ? fГ̳t___PPT10i.  4+D=' '= @B +0 P@H(  @^ @ S <(K    @ c $L< @)   >Going abroad is one of the most effective ways to prepare college graduates to contribute to an increasingly global and interdependent society, and national reports have recommended that ther should be greater diversity in the students going aborad (National Task Force on Undergraduate Education Abroad, 1990). Students with disabilities represent an important segment of the nontraditional student population, with 9.4% of first-year college students reporting a disaiblity (American Council on Education, 1998), yet a survey of the Big Ten institutions revealed that students with disabilities represented less that 1% of the students who study abroad through their institutions (Aune & Soreson, 1996)b3 H @ 0޽h ? ̙330 *" @(  @X @ C <(K   " @ S (?< @)   bSection 504 of the Rehabilitation Act of 1973 requires that organizations receiving US federal dollars (which includes almost all universities and colleges) does not discriminate against individuals with disabilities and tht they provide reasonable disability modifications. The ADA of 1990 protects people with disabilities from discrination in employment, public modifications, transportation, telecommunicatins and the activities of state and local government. These two laws mandate that US colleges and universities provide equal access to their campus, classes and services for students with disabilities>j 6H @ 0޽h ? ̙3380___PPT10.p*J 0 0 ( 0D(  DX D C <(K   ( D S P< @)   So contact the overseas site to see what possibilities exist. It is helpful for the student, the study abroad office and the overseas site to keep in mind that accommodating a student with a disability can be accomplished in many ways. Since accessibility information may not exist for a particular site, the study abroad advisor may need to contact several overseas sites to determine modification possibilities, and it is helpful to remind an interested student that the process may require patience. Once a site has been identified  get everything in writing for all parties. Study abroad offices should identify in advance with their disability services office or specialist an advising process for students with disabilities. Like main contact, resources that exist, what type of documentation and follow up once the student is abroad. Encourage early disclosure and meet with a disability service professional to determine what types of modifications are needed. H D 0޽h ? ̙3380___PPT10.` w0 @H(  HX H C <(K    H S c< @)   YThere are six major disability types and some typical modifications that may be required.ZZH H 0޽h ? ̙3380___PPT10. 0 PL(  LX L C <(K    L S $k< @)    H L 0޽h ? ̙3380___PPT10.s0 ld`P(  PX P C <(K   d P S $< @)   Affects one or more of the systems of the body. This includes (Diabetes& ) Possible Modifications neededhhH P 0޽h ? ̙3380___PPT10.@)Q0 .&pT(  TX T C <(K   & T S v< @)   Can range from students who have difficulty hearing, who have lost hearing in one ear or are completely deaf. Possible Modifications needed are:H T 0޽h ? ̙3380___PPT10.p'0 ( X(  XX X C <(K     X S < @)   Refers to significant difficulties in the acquisition and use of listening& Learning disabilities may not be recognized as a disability in all countries. In France, there is no such thing as a hidden disability.H X 0޽h ? ̙3380___PPT10.`g 0  \(  \X \ C <(K    \ S < @)   nThis can range from limited stamina to paralysis of the lower extremities Possible modifications may include..ooH \ 0޽h ? ̙3380___PPT10.t 0 `(  `X ` C <(K    ` S d< @)   VMay include& . Possible modifications needed,,H ` 0޽h ? ̙3380___PPT10.>% 0 d5(  dX d C <(K    d S < @)   7#Possible modifications may include:H d 0޽h ? ̙3380___PPT10.fK 0 h[(  hX h C <(K    h S < @)   ]*The following guidelines were developed to assist in determining responsibility for proving study abroad accommodations for students with disabilities, taking into consideration the current disability legislation. Make sure you consult with your legal counsel to determine to what extent these guidelines are appropriate for your program. Disability status is determined by Disability Services. Under the ADA, a person has a disability if he or she has a physical or mental impairment which substantially limits a major life activity such as walking, standing, seeing, speaking, hearing, sitting, breathing, learning, or taking care of oneself. SCCCD is programmatically resoonsbile for providing accommodations for programs which SCCCD organizes. Yes. For students who are planning to study abroad or are applying for study abroad, DSP&S may share information with Disability Services on an as-needed basis and for the purpose of determining whether a student is qualified for study abroad or for arranging accommodations. T WH h 0޽h ? ̙3380___PPT10. 2  0 D <  (  X  C <(K   <   S ̽< @)    Yes. The DSP&S Acceptance, Release, and Waiver form provides such a release. This form is signed by each applicant after the study abroad program application has been approved and confirms the student s intention to participate in the program and adhere to program policies. Reasonable accommodations will be recommended by DSP&S in consultation with the student, the Study Abroad Program, and the overseas site. Accommodations which would require a fundamental alteration of the program or would present an undue hardship will not be provided. All decisions on accommodations will be made on a case by case basis. If the overseas site is reluctant to provide the requested accommodation, this needs to be clearly documented. The Study Abroad program should discuss with DSP&S about possible alternative study abroad sites. Students who are qualified, with or without accommodations, are eligible to participate in the program. If a student cannot perform the essential requirements of a program, with or without accommodations, then they are not qualified to participate. IOf accommodations are needed and not available at a given site, then the student may not be qualified to participate in that particular program.1H  0޽h ? ̙3380___PPT10.Z^{O0 80(  X  C <(K   0  S < @)   BIf there is something that would pose a direct threat to the student s physical health or safety, he/she may not be qualified to participate in the program. A direct threat means substantial likelihood of imminent harm. Students are responsible for their own personal property. SCCCD is responsible for providing reasonable accommodations so that a student with a disaiblity is not denied an opportunity to participte in the program because of their disabilty. A sign language interpreter, whether sent to accompany the student or located on site, amy be a reasonable accommodation. Other types of accommodations, such as transcription of lectures, any also be appropriate.Pl ! ! Y{H  0޽h ? ̙3380___PPT10.[м9 0 (  X  C <(K     S < @)    H  0޽h ? ̙3380___PPT10.\/ 0 (  X  C <(K     S 0< @)    H  0޽h ? ̙3380___PPT10.\ l' 0 (  X  C <(K     S < @)    H  0޽h ? ̙3380___PPT10.\o 0 (  X  C <(K     S < @)    H  0޽h ? ̙3380___PPT10.\$ 0 (  X  C <(K     S < @)    H  0޽h ? ̙3380___PPT10.\0f 0 (  X  C <(K     S < @)    H  0޽h ? ̙3380___PPT10.\ f 0 (  X  C <(K   '  S '< @)  '  H  0޽h ? ̙3380___PPT10.\ : 0 0(  X  C <(K   '  S  '< @)  '  H  0޽h ? ̙3380___PPT10.]`u< 0 P(  X  C <(K   '  S < @)  '  H  0޽h ? ̙3380___PPT10.]Ew 0 p(  X  C <(K   '  S '< @)  '  H  0޽h ? ̙3380___PPT10.]n-0 =(  X  C <(K   '  S '< @)  ' ? Al PacinoH  0޽h ? ̙3380___PPT10.^>  0 (  X  C <(K   '  S P '< @)  '  Broken legH  0޽h ? ̙3380___PPT10.^P!0 "(  X  C <(K   '  S %'< @)  ' $All of the aboveH  0޽h ? ̙3380___PPT10.^Ѝ"0 +(  X  C <(K   '  S *'< @)  ' -Sign language interpreterH  0޽h ? ̙3380___PPT10.^`2.#0 >(  X  C <(K   '  S 0'< @)  ' @,The best answer to this question is debatable. Reading a site access summary could give you information, talking to you DSPS specialist could be helpful. However, unless the specialist has visited the site and has a disability, they cannot provide the firsthand info that another disabled student canH  0޽h ? ̙3380___PPT10._ R$0 0 (   X   C <(K   '   S $:'< @)  ' C. Some societies do not currently recognize learning disabilities, and faculty may not be receptive to providing accommodations such as extended testingH   0޽h ? ̙3380___PPT10.`p`x%0 P(  X  C <(K   '  S B'< @)  ' TB and C. Student who wait to request rish not having their request considered or met%,H  0޽h ? ̙3380___PPT10.`r&0 91p(  X  C <(K   '1  S pI'< @)  '  B. Overseas sites are not subject to US laws. They are asked to make reasonable accommodations in order for US universities to provide equal access to their international programsH  0޽h ? ̙3380___PPT10.`}g'0 $w(  $X $ C <(K   ' $ S Q'< @)  ' yeFlexibility is probably the most important characteristic for the success of any student going abroadH $ 0޽h ? ̙3380___PPT10.aѭN(0 1),(  ,X , C <(K   ') , S X'< @)  ' {India e Even in countries with some form of disability legislation, implementation os such legistlation can vary greatly. ,T H , 0޽h ? ̙3380___PPT10.a`z )0 4(  4X 4 C <(K   ' 4 S `'< @)  '  H 4 0޽h ? ̙3380___PPT10. 3TrH Y4/0<PE >O{T):w-Ȳ> ';/"$()+-/}P%6A 5IKMORT)V=XQZae\y^`b_df5j%glXortKAwUy1Oh+'0 (4 T ` l xName of Your CountryChong Her Xiong$Presentation for report on countryJoe Lescoulie42Microsoft PowerPoint@p kO@@ f@PL% ՜.+,D՜.+,   $,4< D 4On-screen ShowFresno City College## &TahomaTimes New Roman#Presentation for report on countryQTools for Advising & Accommodating Students with Disabilities for Study AbroadTTips for Advising and Accommodating Students with Disabilities for Study a BroadSlide 3Disability Categories Typical Academic AccommodationsILearning Disabilities (Listening, speaking, reading, writing, reasoning)AMobility Disabilities (Limited mobility, coordination, movement)'Deaf and Hard of Hearing Disabilities Visual Disabilities (legal blindness, partial sight, total blindness and includes low vision such as impaired field of vision)]Psychological Disabilities (Depression, bi polar disorder, anxiety disorders, schizophrenia)FOther Health Diabilities (Diabetes, cancer, epilepsy, HIV-AIDs, etc.)(Roles and Responsibilities for Advisors Slide 13 Slide 14 Tips for AdvisorsCont.Cont.>Information for Students with Disabilities for Study Abroad,Useful Sites for Students with Disabilities Slide 20 Slide 21University of Minnesota Slide 23 Slide 24!Test Your Study Abroad KnowledgeCont.Cont.Cont.Cont.Cont.Cont.Cont.Cont.Cont. Slide 35  Fonts UsedDesign Template Slide Titles#4(T\ _PID_HLINKS _TemplateIDA?http://www.umaabroad,unm.edu/access/professional /recruit.htmlTC010183711033%_z Joe LescoulieJoe Lescoulie  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTVWXYZ[\^_`abcdfghijklqRoot EntrydO)Pictures/,Current UsereSummaryInformation(UPowerPoint Document(zDocumentSummaryInformation8]