Access: Special Instructional Support Services. A Faculty Handbook.

Institution	Gateway Technical Inst., Kenosha, WI.
Titel	Access: Special Instructional Support Services. A Faculty Handbook.
Quelle	(1993), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accessibility (for Disabled); Adaptive Testing; Adult Education; Adult Students; Classroom Techniques; Disabilities; Education Work Relationship; Educational Needs; Educational Strategies; Referral; Services; Special Education; Special Needs Students; Student Needs; Teaching Methods; Technical Institutes; Testing Accommodations; Tutors; Two Year Colleges + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Handicap; Behinderung; Educational need; Bildungsbedarf; Lehrstrategie; Dienstleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Förderlehrer; Lehrender; Tutor
Abstract	This guide, which is intended for use by faculty teaching students with one of various disabilities, reviews available services to encourage successful education for adult students with disabilities at Gateway Technical College in Wisconsin. Discussed first are the guide's purpose and organization, the process of referring students to receive accommodations, general considerations in assisting students with disabilities, and the importance of understanding the educational implications of specific disabilities. Each of the next nine sections describes the characteristics, problems, and instructional/testing accommodations available for students with the following disabilities: specific learning disabilities, deafness/hearing impairments, visual impairments, seizure disorders, motor impairments, adjustment (psychological) disorders, attention deficit disorder, cognitive disabilities, and acquired brain injuries. Examined in the next three sections are the following: what types of testing accommodations may be given to students with disabilities, who determines what testing accommodations are to be used by specific students, and when the types of testing accommodations vary and what determines that variance. Concluding the guide are brief discussions of transition and confidentiality. Contains 37 references. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC