Adult Educator Handbook of Rights and Responsibilities: What Adult Educators Need To Know about Working with Adults with Disabilities.

Autor/inn/en	Horton, Betty; Hall, Jean
Institution	Kansas Univ., Lawrence. Center for Research on Learning.
Titel	Adult Educator Handbook of Rights and Responsibilities: What Adult Educators Need To Know about Working with Adults with Disabilities.
Quelle	(1998), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Accommodations (Disabilities); Access to Education; Accessibility (for Disabled); Adult Education; Adults; Assistive Devices (for Disabled); Civil Rights; Classroom Environment; Educational Legislation; Evaluation Criteria; Federal Legislation; Program Evaluation; School Responsibility; Testing Accommodations + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Bürgerrechte; Grundrechte; Zivilrecht; Klassenklima; Unterrichtsklima; Bildungsrecht; Schulgesetz; Bundesrecht; Programme evaluation; Programmevaluation; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter
Abstract	Intended for adult education administrators and instructors, the purpose of this handbook is to provide practical information on the legal rights and responsibilities of adult education programs and of students with disabilites related to providing and obtaining accommodations. The Handbook contains specific information about disabilities, accommodations, and legal issues. Legal definitions, citations, and explanations are presented in a user-friendly format. Quick-reference lists are provided throughout the text to summarize key points. Samples of a code of conduct, public notice sign, and detailed checklists for determining the accessibility of program communications and facilities are also included. A list of possible accommodations includes the following services: (1) additional time to complete tasks; (2) assistive devices; (3) adaptive tools; (4) taped, large print, or brailled texts; (5) readers; (6) taped, typed, or dictated answers; (7) private work areas; (8) calculators; (9) note takers; (10) repeated instructions; (11) oral or sign language interpreters; (12) modification of existing equipment; (13) written instructions; (14) changes in desk height; and (15) changes in lighting. Guidelines to consider in selecting an accommodation are provided and state accommodations should be based on documented individual needs, allow the most integrated experience possible, not compromise the essential requirements of a course, not pose a threat to personal or public safety, not impose undue financial or administrative burden, and not be of a personal nature. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC