[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:24.05,0:00:25.48,Default,,0000,0000,0000,,(Narrator) Amrit has a disability.
Dialogue: 0,0:00:25.48,0:00:27.80,Default,,0000,0000,0000,,It's just not obvious \Nto most people.
Dialogue: 0,0:00:27.81,0:00:32.34,Default,,0000,0000,0000,,And the wheelchair has absolutely \Nnothing to do with it.
Dialogue: 0,0:00:32.34,0:00:34.16,Default,,0000,0000,0000,,(Amrit) I have ADD.
Dialogue: 0,0:00:34.16,0:00:35.42,Default,,0000,0000,0000,,And...it's cool.
Dialogue: 0,0:00:35.43,0:00:40.26,Default,,0000,0000,0000,,(Narrator) The wheelchair is a temporary aid \Nbecause he had foot surgery recently.
Dialogue: 0,0:00:40.27,0:00:45.00,Default,,0000,0000,0000,,Most people can relate to that; we've all known \Nsomeone who broke a leg skiing or tripped
Dialogue: 0,0:00:45.01,0:00:47.34,Default,,0000,0000,0000,,over the dog and \Nsprained an ankle.
Dialogue: 0,0:00:47.35,0:00:51.100,Default,,0000,0000,0000,,It's harder to understand a permanent \Ndisability that others can't see.
Dialogue: 0,0:00:51.100,0:00:55.78,Default,,0000,0000,0000,,Especially when that disability \Naffects how the brain works.
Dialogue: 0,0:00:55.78,0:00:58.20,Default,,0000,0000,0000,,(Amrit) I go to a private school, \NI'm on a scholarship,
Dialogue: 0,0:00:58.21,0:01:00.78,Default,,0000,0000,0000,,I'm really smart; \Nso I have no problem learning.
Dialogue: 0,0:01:00.78,0:01:03.62,Default,,0000,0000,0000,,I just have a problem \Nfocusing on things.
Dialogue: 0,0:01:03.62,0:01:07.80,Default,,0000,0000,0000,,(Narrator) Jesse, a college sophomore, \Nalso has an invisible disability.
Dialogue: 0,0:01:07.80,0:01:11.90,Default,,0000,0000,0000,,(Jesse Shaver) I have dyslexia, and for me \Nthat means a great difficulty with spelling;
Dialogue: 0,0:01:11.91,0:01:17.92,Default,,0000,0000,0000,,it means I have difficulty telling directions, \Nso I've been known to go left instead
Dialogue: 0,0:01:17.93,0:01:20.04,Default,,0000,0000,0000,,of right or right instead of left.
Dialogue: 0,0:01:20.05,0:01:25.28,Default,,0000,0000,0000,,It means that I had a whole lot \Nof difficulty learning to read.
Dialogue: 0,0:01:25.28,0:01:29.80,Default,,0000,0000,0000,,(Narrator) A car accident in 7th grade \Nleft Laura with some permanent injuries.
Dialogue: 0,0:01:29.81,0:01:33.48,Default,,0000,0000,0000,,One of those disabilities is invisible \Nuntil she explains it.
Dialogue: 0,0:01:33.49,0:01:37.16,Default,,0000,0000,0000,,(Laura Bersos) \NI have a traumatic brain injury, yeah.
Dialogue: 0,0:01:37.16,0:01:42.26,Default,,0000,0000,0000,,And so with that there comes a lot \Nof memory issues, like when I was in the accident,
Dialogue: 0,0:01:42.27,0:01:47.62,Default,,0000,0000,0000,,I lost like a lot of vocabulary; I ....I....
Dialogue: 0,0:01:47.62,0:01:54.96,Default,,0000,0000,0000,,now what I have to do is, and which is kind of \Nmore difficult for me, is I can't get straight
Dialogue: 0,0:01:54.96,0:02:00.09,Default,,0000,0000,0000,,to the point of what I'm trying to express, \Nso I talk my way through it.
Dialogue: 0,0:02:00.10,0:02:04.78,Default,,0000,0000,0000,,So with vocabulary I have to talk \N"it's that thing that you drive into right in front
Dialogue: 0,0:02:04.78,0:02:08.07,Default,,0000,0000,0000,,of your house, you know-- oh, a driveway!"
Dialogue: 0,0:02:08.08,0:02:12.88,Default,,0000,0000,0000,,(Narrator) These are three of the many students \Non campus who look just like anybody else.
Dialogue: 0,0:02:12.89,0:02:16.98,Default,,0000,0000,0000,,In other words, they have disabilities \Nwhich aren't easily noticed.
Dialogue: 0,0:02:16.99,0:02:20.04,Default,,0000,0000,0000,,And sometimes, that leads \Nto misunderstandings.
Dialogue: 0,0:02:20.04,0:02:23.100,Default,,0000,0000,0000,,(Bea Awoniyi) You may look at a student and you say, \Nyou know, you look like every other student in the class,
Dialogue: 0,0:02:23.100,0:02:26.30,Default,,0000,0000,0000,,what do you mean \Nyou need note-taking?
Dialogue: 0,0:02:26.30,0:02:28.76,Default,,0000,0000,0000,,What do you mean \Nyou need extra time on the test?
Dialogue: 0,0:02:28.76,0:02:30.62,Default,,0000,0000,0000,,(Sheryl Burgstahler) So it won't be \Napparent to the faculty member
Dialogue: 0,0:02:30.62,0:02:32.60,Default,,0000,0000,0000,,that a student has a disability,
Dialogue: 0,0:02:32.61,0:02:36.10,Default,,0000,0000,0000,,but that disability may impact \Ntheir participation in the class.
Dialogue: 0,0:02:36.11,0:02:38.48,Default,,0000,0000,0000,,(Teacher) Does it go directly \Nthrough the walls of the heart?
Dialogue: 0,0:02:38.48,0:02:42.46,Default,,0000,0000,0000,,(Narrator) Sometimes, students with invisible disabilities \Nare perceived as lacking in intelligence,
Dialogue: 0,0:02:42.47,0:02:45.90,Default,,0000,0000,0000,,or as just not paying attention.
Dialogue: 0,0:02:45.90,0:02:49.90,Default,,0000,0000,0000,,That happened to Nate before he was \Ndiagnosed with a learning disability.
Dialogue: 0,0:02:49.91,0:02:53.60,Default,,0000,0000,0000,,(Nate McCoy-Winston) And they'd look at me \Nand they'd be like, Oh, well, you're faking,
Dialogue: 0,0:02:53.61,0:02:56.74,Default,,0000,0000,0000,,you're playing around, you're just \Nnot trying hard enough or something.
Dialogue: 0,0:02:56.75,0:02:58.92,Default,,0000,0000,0000,,But I was trying.
Dialogue: 0,0:02:58.92,0:03:03.70,Default,,0000,0000,0000,,(Jesse Shaver) My father has learning disabilities \Nand actually his mom does too,
Dialogue: 0,0:03:03.70,0:03:07.94,Default,,0000,0000,0000,,so there's a history there and my parents \Nkind of wondered if something was going on.
Dialogue: 0,0:03:07.95,0:03:12.98,Default,,0000,0000,0000,,But the school kept saying, \N"He's just a little slow, he'll pick it up."
Dialogue: 0,0:03:12.99,0:03:15.72,Default,,0000,0000,0000,,So by the end of second grade \NI still couldn't read at all.
Dialogue: 0,0:03:33.06,0:03:38.28,Default,,0000,0000,0000,,The number of college students with these \Ntypes of disabilities continues to grow.
Dialogue: 0,0:03:38.28,0:03:40.84,Default,,0000,0000,0000,,(Al Souma) There's a very good chance \Nthat we'll be seeing a lot of these students
Dialogue: 0,0:03:40.85,0:03:42.88,Default,,0000,0000,0000,,in our classrooms over the years.
Dialogue: 0,0:03:42.89,0:03:47.54,Default,,0000,0000,0000,,Now with the new wave of psychiatric medications \Nthat is out there, students are finding
Dialogue: 0,0:03:47.54,0:03:49.96,Default,,0000,0000,0000,,that they are able to \Nconcentrate better and participate
Dialogue: 0,0:03:49.97,0:03:53.82,Default,,0000,0000,0000,,in classroom activities \Nmore than ever before.
Dialogue: 0,0:03:53.82,0:03:57.36,Default,,0000,0000,0000,,(Narrator) Invisible disabilities may \Naffect the way a student processes,
Dialogue: 0,0:03:57.36,0:03:59.90,Default,,0000,0000,0000,,retains, and communicates information.
Dialogue: 0,0:03:59.91,0:04:04.56,Default,,0000,0000,0000,,He may not be able to screen out \Ndistractions, making it hard to focus.
Dialogue: 0,0:04:04.57,0:04:09.46,Default,,0000,0000,0000,,She may not have the stamina for a full class load, \Nor be able to interact well with others.
Dialogue: 0,0:04:09.46,0:04:15.96,Default,,0000,0000,0000,,And anxiety may make it difficult to take tests, \Nor to approach professors with questions.
Dialogue: 0,0:04:15.96,0:04:18.76,Default,,0000,0000,0000,,(Rebecca Cory) Every person \Nexperiences their disability differently.
Dialogue: 0,0:04:18.77,0:04:23.28,Default,,0000,0000,0000,,So even students that have the same label or \Nthe same diagnosis for their disability are going
Dialogue: 0,0:04:23.29,0:04:25.96,Default,,0000,0000,0000,,to have a different experience \Nof that disability.
Dialogue: 0,0:04:25.96,0:04:30.28,Default,,0000,0000,0000,,You can't assume that because of the label, \Nthe student's going to have the same needs.
Dialogue: 0,0:04:30.28,0:04:33.60,Default,,0000,0000,0000,,So we want to make sure that we work with \Nevery individual on a case-by-case basis
Dialogue: 0,0:04:33.60,0:04:35.74,Default,,0000,0000,0000,,to figure out what's best for them.
Dialogue: 0,0:04:35.74,0:04:38.36,Default,,0000,0000,0000,,(Narrator) Professors may have \Nsafety concerns about students
Dialogue: 0,0:04:38.37,0:04:41.76,Default,,0000,0000,0000,,with particular disabilities, \Nsuch as seizure disorders.
Dialogue: 0,0:04:41.77,0:04:44.82,Default,,0000,0000,0000,,It might feel like \Ntoo much responsibility.
Dialogue: 0,0:04:44.82,0:04:49.24,Default,,0000,0000,0000,,(Sharon Bittner) Students with seizure disorders \Noften are very well controlled with medication,
Dialogue: 0,0:04:49.24,0:04:52.92,Default,,0000,0000,0000,,so they're really not going to see \Nfrequent seizures in the classroom.
Dialogue: 0,0:04:52.93,0:04:58.20,Default,,0000,0000,0000,,It is important, however, for an instructor \Nto know what to do in the event of a seizure.
Dialogue: 0,0:04:58.21,0:05:02.34,Default,,0000,0000,0000,,And if the student discloses and says, \N"I have a seizure disorder," then it's very easy
Dialogue: 0,0:05:02.35,0:05:07.22,Default,,0000,0000,0000,,for the disability services officer \Nto talk with him and say,
Dialogue: 0,0:05:07.23,0:05:09.20,Default,,0000,0000,0000,,"What would you like for \Nyour instructor to know?"
Dialogue: 0,0:05:09.20,0:05:12.66,Default,,0000,0000,0000,,(Narrator) There might also be concerns \Nabout psychiatric conditions.
Dialogue: 0,0:05:12.67,0:05:15.10,Default,,0000,0000,0000,,What if a student has an outburst?
Dialogue: 0,0:05:15.11,0:05:17.42,Default,,0000,0000,0000,,What if his behavior disrupts the class?
Dialogue: 0,0:05:17.42,0:05:21.22,Default,,0000,0000,0000,,(Al Souma) There is a common myth out there \Nthat individuals with mental health issues
Dialogue: 0,0:05:21.23,0:05:27.36,Default,,0000,0000,0000,,or psychiatric disorders will present a larger \Nproblem to the instructor in the classroom,
Dialogue: 0,0:05:27.37,0:05:29.58,Default,,0000,0000,0000,,when in fact that is not the case.
Dialogue: 0,0:05:29.58,0:05:34.54,Default,,0000,0000,0000,,(Audrey Smelser) We would encourage faculty \Nto refer those students who have some outburst
Dialogue: 0,0:05:34.54,0:05:40.56,Default,,0000,0000,0000,,in class to the counseling center for us \Nto work with them on stress management,
Dialogue: 0,0:05:40.57,0:05:45.20,Default,,0000,0000,0000,,appropriate behaviors, \Njust as we would any other student.
Dialogue: 0,0:05:45.21,0:05:48.00,Default,,0000,0000,0000,,(Narrator) Familiarity with \Nconditions such as Asperger
Dialogue: 0,0:05:48.01,0:05:51.64,Default,,0000,0000,0000,,or Tourette Syndrome can help faculty \Nfeel more comfortable
Dialogue: 0,0:05:51.64,0:05:54.60,Default,,0000,0000,0000,,with a student's occasional \Nlack of social skills.
Dialogue: 0,0:05:54.60,0:05:57.46,Default,,0000,0000,0000,,(Linda Walter) Sometimes students with Asperger's \Ndon't have the filter to be able
Dialogue: 0,0:05:57.46,0:06:00.74,Default,,0000,0000,0000,,to stop asking questions if there are \Ncertain things that they want to know.
Dialogue: 0,0:06:00.74,0:06:05.36,Default,,0000,0000,0000,,So they may monopolize a lot of class time \Nand one of the things that we really try to work on
Dialogue: 0,0:06:05.37,0:06:08.50,Default,,0000,0000,0000,,is a signal where the professor \Ncan let the student know that,
Dialogue: 0,0:06:08.50,0:06:12.38,Default,,0000,0000,0000,,"You've asked enough questions, and I will help you, \Nbut it's just not going to be now."
Dialogue: 0,0:06:12.39,0:06:17.04,Default,,0000,0000,0000,,(Andrew Lyon) The media does a lot to play on \NTourette Syndrome, for instance Deuce Bigelow,
Dialogue: 0,0:06:17.04,0:06:27.42,Default,,0000,0000,0000,,the second movie, I guess the main guy, \Ndated all these people that sort of had problems,
Dialogue: 0,0:06:27.42,0:06:33.30,Default,,0000,0000,0000,,and one of them had Tourette Syndrome, \Nbut it was one of the most rare cases
Dialogue: 0,0:06:33.30,0:06:39.40,Default,,0000,0000,0000,,and she would just scream swear words, and so \Nwhenever I talk to people who have seen
Dialogue: 0,0:06:39.41,0:06:45.24,Default,,0000,0000,0000,,that movie, they always say, wait, Tourette Syndrome, \Nisn't that where you scream bad words?
Dialogue: 0,0:06:45.25,0:06:49.98,Default,,0000,0000,0000,,And I'm like, I wouldn't say that, \Nit's not like that at all.
Dialogue: 0,0:06:55.11,0:07:01.38,Default,,0000,0000,0000,,(Narrator) Students with invisible disabilities may\Nor may not need accommodations in a college classroom.
Dialogue: 0,0:07:01.38,0:07:06.44,Default,,0000,0000,0000,,If they do, it's their responsibility \Nto self-disclose, provide documentation
Dialogue: 0,0:07:06.45,0:07:08.94,Default,,0000,0000,0000,,of a disability, \Nand request accommodations.
Dialogue: 0,0:07:08.95,0:07:13.48,Default,,0000,0000,0000,,However, they may choose not to \Nlet anyone know about the disability
Dialogue: 0,0:07:13.49,0:07:16.34,Default,,0000,0000,0000,,and just try to "make it on their own."
Dialogue: 0,0:07:16.35,0:07:21.58,Default,,0000,0000,0000,,(Rosezelia Roy) A lot of individuals choose not \Nto self disclose because they feel the pressure
Dialogue: 0,0:07:21.58,0:07:23.66,Default,,0000,0000,0000,,and the stress that is related to it.
Dialogue: 0,0:07:23.67,0:07:28.46,Default,,0000,0000,0000,,In previous years, before coming \Nto postsecondary education,
Dialogue: 0,0:07:28.46,0:07:33.20,Default,,0000,0000,0000,,a lot of times they're labeled; and when they get \Nto us they feel that this is a brand new day
Dialogue: 0,0:07:33.21,0:07:37.100,Default,,0000,0000,0000,,for me and I don't want anyone \Nto know that I have a disability.
Dialogue: 0,0:07:37.100,0:07:41.06,Default,,0000,0000,0000,,(Narrator) That's usually not a \Nrecommended course of action.
Dialogue: 0,0:07:41.07,0:07:44.72,Default,,0000,0000,0000,,It can be stressful for both \Nthe student and the professor.
Dialogue: 0,0:07:44.72,0:07:47.64,Default,,0000,0000,0000,,(Suzanne Tucker) There are times \Nfaculty are frustrated with students
Dialogue: 0,0:07:47.64,0:07:50.30,Default,,0000,0000,0000,,because they self disclose \Nlater in the semester.
Dialogue: 0,0:07:50.31,0:07:53.22,Default,,0000,0000,0000,,They don't do it at the \Ninitial start of a semester.
Dialogue: 0,0:07:53.22,0:07:56.100,Default,,0000,0000,0000,,And they often will come to the disabled \Nstudent service person and say, "Oh, you know,
Dialogue: 0,0:07:56.100,0:07:58.24,Default,,0000,0000,0000,,why didn't this student disclose?
Dialogue: 0,0:07:58.25,0:08:02.36,Default,,0000,0000,0000,,Why did they wait 'til they \Ndid badly on that first exam?"
Dialogue: 0,0:08:02.36,0:08:05.14,Default,,0000,0000,0000,,And I think, you know, \Nthere's not one answer.
Dialogue: 0,0:08:05.14,0:08:09.78,Default,,0000,0000,0000,,Often students, because of the hidden \Nnature of their disability, that risk of having
Dialogue: 0,0:08:09.79,0:08:14.66,Default,,0000,0000,0000,,to disclose, being judged by their professor, \Nis one that prevents them
Dialogue: 0,0:08:14.67,0:08:18.40,Default,,0000,0000,0000,,from taking that initiative \Nand disclosing.
Dialogue: 0,0:08:18.41,0:08:22.46,Default,,0000,0000,0000,,(Narrator) College students with disabilities should \Ncontact the disabled student services office
Dialogue: 0,0:08:22.46,0:08:25.98,Default,,0000,0000,0000,,on campus before they start classes.
Dialogue: 0,0:08:25.99,0:08:29.88,Default,,0000,0000,0000,,The staff people there will typically \Ncheck documentation of the disability,
Dialogue: 0,0:08:29.89,0:08:32.14,Default,,0000,0000,0000,,determine appropriate accommodations,
Dialogue: 0,0:08:32.14,0:08:35.79,Default,,0000,0000,0000,,and give the student a letter \Nauthorizing those accommodations.
Dialogue: 0,0:08:35.80,0:08:38.94,Default,,0000,0000,0000,,(Bea Awoniyi) What we look into is, \NHow does that disability affect
Dialogue: 0,0:08:38.95,0:08:42.24,Default,,0000,0000,0000,,that specific person \Nfor that specific class?
Dialogue: 0,0:08:42.25,0:08:44.60,Default,,0000,0000,0000,,And then we make a determination of \Nwhat types of accommodation
Dialogue: 0,0:08:44.61,0:08:48.52,Default,,0000,0000,0000,,will be reasonable \Nand what will be appropriate.
Dialogue: 0,0:08:48.53,0:08:52.96,Default,,0000,0000,0000,,Not all accommodations are reasonable \Nand not all accommodations are appropriate.
Dialogue: 0,0:08:52.97,0:08:55.90,Default,,0000,0000,0000,,(Narrator) \NAn accommodation is not appropriate if it would:
Dialogue: 0,0:09:11.71,0:09:16.00,Default,,0000,0000,0000,,If an accommodation request seems unreasonable, \Na compromise could be discussed
Dialogue: 0,0:09:16.01,0:09:19.72,Default,,0000,0000,0000,,between the professor, the student, \Nand the disabled student services staff.
Dialogue: 0,0:09:19.73,0:09:25.10,Default,,0000,0000,0000,,(Rebecca Cory) I was working with a student \Nwho had Tourette Syndrome, which is a disability
Dialogue: 0,0:09:25.11,0:09:29.20,Default,,0000,0000,0000,,that causes her to experience \Nsome physical and vocal tics.
Dialogue: 0,0:09:29.21,0:09:33.74,Default,,0000,0000,0000,,And this student was taking a chemistry class, \Nand was working with a chemistry professor,
Dialogue: 0,0:09:33.75,0:09:39.06,Default,,0000,0000,0000,,and the professor was concerned \Nthat these physical tics may cause a hazard
Dialogue: 0,0:09:39.07,0:09:42.64,Default,,0000,0000,0000,,in the chemistry class, \Nin the laboratory specifically.
Dialogue: 0,0:09:42.64,0:09:47.84,Default,,0000,0000,0000,,And so we worked with this professor \Nand the student to get a lab situation
Dialogue: 0,0:09:47.85,0:09:50.64,Default,,0000,0000,0000,,that was not going to be \Na problem for the student.
Dialogue: 0,0:09:50.64,0:09:55.26,Default,,0000,0000,0000,,We replaced the glassware with plastic \Nwhen we could, and with Pyrex when we could,
Dialogue: 0,0:09:55.27,0:09:58.22,Default,,0000,0000,0000,,and we paired the student \Nwith a lab partner.
Dialogue: 0,0:09:58.23,0:10:02.98,Default,,0000,0000,0000,,So that if there was a chemical \Nthat the student might have a difficulty handling,
Dialogue: 0,0:10:02.99,0:10:06.43,Default,,0000,0000,0000,,in case she had a physical tic \Nduring the handling of it,
Dialogue: 0,0:10:06.44,0:10:11.42,Default,,0000,0000,0000,,the lab partner would handle those specific \Nchemicals and the student was still working
Dialogue: 0,0:10:11.42,0:10:14.20,Default,,0000,0000,0000,,in a situation that was safe,\Nand she could learn what she needed to learn.
Dialogue: 0,0:10:14.21,0:10:17.48,Default,,0000,0000,0000,,(Teacher) I'm going to see \Nif I can find those sunspots.
Dialogue: 0,0:10:17.49,0:10:21.32,Default,,0000,0000,0000,,(Narrator) Students with disabilities \Nhave the right to confidentiality.
Dialogue: 0,0:10:21.33,0:10:26.04,Default,,0000,0000,0000,,If a student appears to be struggling in class, \Nbut hasn't requested accommodations,
Dialogue: 0,0:10:26.05,0:10:29.96,Default,,0000,0000,0000,,the professor is not advised \Nto ask if a disability is involved.
Dialogue: 0,0:10:29.96,0:10:33.04,Default,,0000,0000,0000,,But there are acceptable ways \Nto offer assistance.
Dialogue: 0,0:10:33.04,0:10:36.22,Default,,0000,0000,0000,,(Bea Awoniyi) It's okay for the professor \Nto call the student and say,
Dialogue: 0,0:10:36.22,0:10:38.96,Default,,0000,0000,0000,,"It seems as if you are struggling \Nwith the concepts in this class.
Dialogue: 0,0:10:38.97,0:10:41.06,Default,,0000,0000,0000,,Is there anything \NI can do to help you?"
Dialogue: 0,0:10:41.06,0:10:43.86,Default,,0000,0000,0000,,(Narrator) You could suggest resources on campus, \Nsuch as tutoring or instructional centers,
Dialogue: 0,0:10:43.87,0:10:49.60,Default,,0000,0000,0000,,and include disabled student services \Nas one of those resources.
Dialogue: 0,0:10:49.60,0:10:54.48,Default,,0000,0000,0000,,A very good plan is to include a statement \Non your class syllabus,
Dialogue: 0,0:10:54.48,0:10:57.62,Default,,0000,0000,0000,,inviting students to talk with you \Nabout any disability-related concerns.
Dialogue: 0,0:10:57.62,0:10:59.94,Default,,0000,0000,0000,,For example, you could say:
Dialogue: 0,0:11:05.46,0:11:10.28,Default,,0000,0000,0000,,This will make students with disabilities \Nmore comfortable discussing accommodations.
Dialogue: 0,0:11:10.28,0:11:14.28,Default,,0000,0000,0000,,(Suzanne Tucker) It's letting students know that you care \Nand that you're open and responsive,
Dialogue: 0,0:11:14.28,0:11:18.04,Default,,0000,0000,0000,,and that's one of the biggest barriers \Nthat students confront.
Dialogue: 0,0:11:18.05,0:11:20.34,Default,,0000,0000,0000,,They want to know that when they \Napproach a faculty member,
Dialogue: 0,0:11:20.34,0:11:24.46,Default,,0000,0000,0000,,especially if your disability's one \Nthat's not obvious or apparent,
Dialogue: 0,0:11:24.47,0:11:28.66,Default,,0000,0000,0000,,that they've got a faculty member \Nwho's already invited that disclosure.
Dialogue: 0,0:11:28.67,0:11:33.86,Default,,0000,0000,0000,,(Narrator) A student may request accommodations \Nfor the classroom, assignments, and exams.
Dialogue: 0,0:11:33.87,0:11:37.78,Default,,0000,0000,0000,,Some commonly-requested \Nclassroom accommodations include:
Dialogue: 0,0:11:51.14,0:11:53.50,Default,,0000,0000,0000,,(Jesse Shaver) I use my laptop \Nin class extensively
Dialogue: 0,0:11:53.50,0:11:56.48,Default,,0000,0000,0000,,for both notes and for \Nthings like essay tests.
Dialogue: 0,0:11:56.49,0:12:00.88,Default,,0000,0000,0000,,I'll email them to a professor at the end \Nof the class, and so they are in their inbox
Dialogue: 0,0:12:00.89,0:12:03.78,Default,,0000,0000,0000,,when they show up \Nin their office afterwards.
Dialogue: 0,0:12:03.79,0:12:06.10,Default,,0000,0000,0000,,(Narrator) \NAssignment accommodations include:
Dialogue: 0,0:12:20.49,0:12:26.72,Default,,0000,0000,0000,,(Andrew Lyon) I've received extra time from the teachers, \Na reasonable amount of extra time,
Dialogue: 0,0:12:26.72,0:12:33.28,Default,,0000,0000,0000,,saying that if I don't get this assignment \Naccomplished, I have until later to get it in.
Dialogue: 0,0:12:33.28,0:12:36.20,Default,,0000,0000,0000,,Accommodates for exams include:
Dialogue: 0,0:12:59.98,0:13:02.43,Default,,0000,0000,0000,,(Amrit) Extra time on tests.
Dialogue: 0,0:13:02.44,0:13:06.10,Default,,0000,0000,0000,,I have problems taking tests, \Nthat's my major issue is
Dialogue: 0,0:13:06.10,0:13:08.76,Default,,0000,0000,0000,,that I can't take tests \Nto the best of my ability.
Dialogue: 0,0:13:08.76,0:13:13.70,Default,,0000,0000,0000,,Like I can do my homework, I can study, \NI can memorize; but I can't take the tests very well.
Dialogue: 0,0:13:13.71,0:13:20.22,Default,,0000,0000,0000,,(Laura Bersos) For some classes, I'm allowed \Nto take oral tests, because I can work my way
Dialogue: 0,0:13:20.22,0:13:24.44,Default,,0000,0000,0000,,to the answer and they'll understand \Nthat I'm actually saying the right thing,
Dialogue: 0,0:13:24.44,0:13:27.94,Default,,0000,0000,0000,,it's just that when written, \Nit's like, la, la, la.
Dialogue: 0,0:13:27.95,0:13:32.08,Default,,0000,0000,0000,,(Narrator) In some cases, accommodations \Nmay extend beyond the classroom.
Dialogue: 0,0:13:32.08,0:13:36.44,Default,,0000,0000,0000,,For example, a medical student might \Neventually need to do clinical work.
Dialogue: 0,0:13:36.44,0:13:39.100,Default,,0000,0000,0000,,An individual discussion \Nof options may be necessary.
Dialogue: 0,0:13:39.100,0:13:43.78,Default,,0000,0000,0000,,(Deb Casey) What I would most likely talk about \Nare the technical standards of the program.
Dialogue: 0,0:13:43.79,0:13:45.100,Default,,0000,0000,0000,,Can this student meet \Nthe technical standards?
Dialogue: 0,0:13:45.100,0:13:51.44,Default,,0000,0000,0000,,So sitting with the student who wants to go \Ninto the College of Nursing, I may say to them,
Dialogue: 0,0:13:51.45,0:13:54.08,Default,,0000,0000,0000,,"Okay, here are the technical standards \Nfor this program.
Dialogue: 0,0:13:54.08,0:13:58.98,Default,,0000,0000,0000,,Are you able to perform these standards \Nin order to graduate from the program?
Dialogue: 0,0:13:58.99,0:14:02.32,Default,,0000,0000,0000,,Not just participate, but \Nbe able to graduate from the program.
Dialogue: 0,0:14:02.33,0:14:05.100,Default,,0000,0000,0000,,And included in those technical standards \Nare some of these field work sites,
Dialogue: 0,0:14:05.100,0:14:10.62,Default,,0000,0000,0000,,clinical experiences, \Nhands-on aspects of working
Dialogue: 0,0:14:10.63,0:14:14.86,Default,,0000,0000,0000,,with patients - are you able to do that?"
Dialogue: 0,0:14:18.21,0:14:20.68,Default,,0000,0000,0000,,(Teacher) So it's a good idea \Nto look through the list.
Dialogue: 0,0:14:20.69,0:14:21.24,Default,,0000,0000,0000,,Like we're going to...
Dialogue: 0,0:14:21.24,0:14:24.72,Default,,0000,0000,0000,,(Narrator) Good teaching can \Nminimize the need for accommodations.
Dialogue: 0,0:14:24.73,0:14:28.38,Default,,0000,0000,0000,,By using principles of universal design \Nin your instruction,
Dialogue: 0,0:14:28.38,0:14:31.68,Default,,0000,0000,0000,,you'll maximize learning \Nfor all students in your class.
Dialogue: 0,0:14:31.68,0:14:35.60,Default,,0000,0000,0000,,(Bea Awoniyi) When we talk about universal design, \Nwe are not talking about something
Dialogue: 0,0:14:35.60,0:14:41.44,Default,,0000,0000,0000,,that is out of the ordinary, but is \Nteaching to a wide variety of individuals.
Dialogue: 0,0:14:41.44,0:14:46.32,Default,,0000,0000,0000,,So preparing ahead of time, thinking about \Nthe different types of learners that you may have
Dialogue: 0,0:14:46.33,0:14:50.50,Default,,0000,0000,0000,,in the class, and making sure that \Nthose individuals can participate.
Dialogue: 0,0:14:50.50,0:14:54.14,Default,,0000,0000,0000,,(Sheryl Burgstahler) Universal design strategies \Nare usually not difficult to employ.
Dialogue: 0,0:14:54.15,0:14:57.86,Default,,0000,0000,0000,,For instance, as you're designing your course, \Nyou might think of alternative assignments
Dialogue: 0,0:14:57.86,0:15:01.42,Default,,0000,0000,0000,,for students: they might write a paper, \Nthey might give a presentation,
Dialogue: 0,0:15:01.42,0:15:05.90,Default,,0000,0000,0000,,they might put together a portfolio \Nto meet a requirement in class.
Dialogue: 0,0:15:05.91,0:15:09.70,Default,,0000,0000,0000,,(Narrator) These alternatives work well \Nfor students with a variety of learning styles
Dialogue: 0,0:15:09.70,0:15:13.06,Default,,0000,0000,0000,,and backgrounds, \Nincluding those with disabilities.
Dialogue: 0,0:15:13.06,0:15:18.42,Default,,0000,0000,0000,,(Al Souma) For example, having notes available \Nin the library, having notes available online,
Dialogue: 0,0:15:18.42,0:15:23.68,Default,,0000,0000,0000,,having books available and syllabuses available \Nbefore class starts
Dialogue: 0,0:15:23.68,0:15:25.96,Default,,0000,0000,0000,,so students can get, \Nhave access to that.
Dialogue: 0,0:15:25.96,0:15:29.06,Default,,0000,0000,0000,,(Narrator) Planning your curriculum \Nwith universal design can reduce
Dialogue: 0,0:15:29.07,0:15:32.00,Default,,0000,0000,0000,,or eliminate the need \Nfor accommodations later,
Dialogue: 0,0:15:32.01,0:15:34.96,Default,,0000,0000,0000,,and that's helpful \Nfor both faculty and students.
Dialogue: 0,0:15:34.97,0:15:39.48,Default,,0000,0000,0000,,(Meryl Berstein) If you're designing your class work \Nso that it will accessible to all students
Dialogue: 0,0:15:39.48,0:15:44.32,Default,,0000,0000,0000,,in class, it might take a little bit longer \Nfor you to do that initially.
Dialogue: 0,0:15:44.32,0:15:48.52,Default,,0000,0000,0000,,But the benefits of it to you, as well as \Nto the student, will be reaped later.
Dialogue: 0,0:15:48.53,0:15:50.08,Default,,0000,0000,0000,,Because once you've done it, \Nyou've done it.
Dialogue: 0,0:15:50.08,0:15:52.94,Default,,0000,0000,0000,,You are not going to have \Nto re-invent the wheel.
Dialogue: 0,0:15:52.94,0:15:56.86,Default,,0000,0000,0000,,Other elements of universal design \Nwhich may be particularly helpful to students
Dialogue: 0,0:15:56.86,0:15:59.48,Default,,0000,0000,0000,,with invisible disabilities include:
Dialogue: 0,0:16:33.76,0:16:36.54,Default,,0000,0000,0000,,such as multiple choice and essay
Dialogue: 0,0:16:36.54,0:16:42.28,Default,,0000,0000,0000,,(Bea) When we adopt the principle of \Nuniversal design, that minimizes the amount
Dialogue: 0,0:16:42.29,0:16:45.76,Default,,0000,0000,0000,,of accommodations that we're going to need, \Nand students who are in the class
Dialogue: 0,0:16:45.76,0:16:49.56,Default,,0000,0000,0000,,who have disabilities may not even \Nhave to ask for accommodations any more.
Dialogue: 0,0:16:49.57,0:16:53.92,Default,,0000,0000,0000,,Of course, that doesn't mean that we're \Nnot going to have anyone requesting accommodations;
Dialogue: 0,0:16:53.93,0:16:58.26,Default,,0000,0000,0000,,we just limit the number of accommodations \Nthat we have to provide.
Dialogue: 0,0:17:03.75,0:17:07.32,Default,,0000,0000,0000,,(Narrator) Finally, just listening to students \Nwill let you know what they need
Dialogue: 0,0:17:07.33,0:17:09.54,Default,,0000,0000,0000,,to be successful in your class.
Dialogue: 0,0:17:09.55,0:17:10.60,Default,,0000,0000,0000,,And who knows?
Dialogue: 0,0:17:10.60,0:17:12.94,Default,,0000,0000,0000,,They may be teaching your children some day.
Dialogue: 0,0:17:12.94,0:17:15.20,Default,,0000,0000,0000,,(Laura Bersos) I want to teach middle school.
Dialogue: 0,0:17:15.20,0:17:19.22,Default,,0000,0000,0000,,I want to be a math teacher, and one of the \Nmain reasons I want to teach is because,
Dialogue: 0,0:17:19.23,0:17:24.42,Default,,0000,0000,0000,,have you ever gone through, like, a problem \Nor something where it's just like,
Dialogue: 0,0:17:24.42,0:17:26.22,Default,,0000,0000,0000,,"Oh, I don't understand what \Nthey're talking about, aargh!"
Dialogue: 0,0:17:26.23,0:17:30.24,Default,,0000,0000,0000,,And then you have that click, and then \Nyou have that huge smile on your face.
Dialogue: 0,0:17:30.25,0:17:34.00,Default,,0000,0000,0000,,I want to help kids get that everyday.