STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. A Booklet for Faculty and Staff of the University of Nicosia

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1 STUDENTS WITH SPECIAL EDUCATIONAL NEEDS A Booklet for Faculty and Staff of the University of Nicosia EH&S Office October 2013

2 Contents Introduction 4 SECTION I: Disability Services 5 Overview of procedures 5 Disability Services Staff 6 Disability Committee 7 The role of the Disability Committee 7 General Academic Support 9 SECTION II: How does a lecturer obtain information? 11 Procedures for Students with Learning Disabilities: For Faculty 11 SECTION III: How does a student obtain support? 13 Procedures for Students with Learning Disabilities 13 Procedures for Students with Suspected Learning Disabilities 15 SECTION IV: Documenting a Disability 16 Documenting a Specific Learning / Psychological Disability 16 Documenting a Physical Disability 18 SECTION V: Information on Specific Learning Disabilities and Potential Support 19 General Information 19 What are Learning Disabilities? 19 What Are the Signs of Specific Learning Disabilities? 19 What Causes Specific Learning Disabilities? 20 What can faculty do to accommodate LD students? 20 What is Dyslexia? 21 What can faculty do to accommodate students with dyslexia? 21 What is ADHD? 22 Signs and Symptoms 22 What causes ADHD? 23 What can faculty do to accommodate students with ADHD? 23 What is Cerebral Palsy? 23 What is Tourette Syndrome? 25 Signs and Symptoms 25 Dealing with Tourette Syndrome 26 SECTION VI: Information on Physical Disabilities and Potential Support 27 General Information: Students with Medical Conditions 27 2 P a g e

3 Deaf or Hearing Impaired Students 27 Blind or visually impaired students 28 Students with mobility difficulties 28 Psychological or mental health conditions 29 SECTION VII: Suggested Reading 30 Ελληνόγλωσση 30 Ξενόγλωσση 32 APPENDIX I: Policies 35 ACADEMIC AFFAIRS POLICY ON STUDENTS WITH SPECIAL NEEDS 35 MINISTRY OF EDUCATION 36 UNIVERSITY SERVICES FOR STUDENTS WITH LEARNING DISABILITIES 40 Additional Services: The Student Affairs and the Admissions Departments 40 APPENDIX II: Forms Application for admission Student s Health History Form Learning Disabilities Questionnaire (Ερωτηματολόγιο Μαθησιακών Δυσκολιών) Reporting Suspected Students with Special Educational Needs Form 42 APPLICATION FOR ADMISSION 43 APPENDIX III: NOTIFICATIONS Students with Learning Disabilities Students with Physical Disabilities 52 APPENDIX IV: GUIDELINES Οδηγίες για Τεκμηρίωση Μαθησιακής Δυσκολίας Οδηγίες για Τεκμηρίωση Σωματικής Αναπηρίας Guidelines for documenting a Learning Disability Guidelines for documenting a Physical Disability 55 APPENDIX V: DIAGNOSTIC CENTERS 61 APPENDIX VI: FEEDBACK FORM 62 3 P a g e

4 Introduction The University of Nicosia acknowledges that it is its proactive duty to serve the educational needs of all its students. As such it is committed to providing equal opportunities for people with disabilities in accordance with the policy of the University (Appendix I) by doing its utmost to secure the necessary means, facilities and personnel. This manual is written for faculty and staff of the University that interact with students with special educational needs. 4 P a g e

5 SECTION I: Disability Services Overview of procedures Stages of Identification, Admission, Reporting, Assessment and Actions Related to Students with Special Educational Needs 1. Identification of Students with Special Educational Needs o Department of Admissions: o The students declare disabilities on their Application for Admissions form (item 5). o The students complete the Students Health History Form (Appendix II, form 1) and are given guidelines for documenting the disability (Section IV). The completed form is submitted to the EH&S Office by the Department of Admissions. At this stage most students with special educational needs would have been identified. If not the other mechanisms of identification are: o The students complete a questionnaire given during English Placement Test (Appendix II, Form 2) o The student is reported by staff / faculty (also see Section III, p. 12) 2. Decision of Support Required and Admission o Access and General Support: The EH&S Office reviews reports submitted by the student and submits recommendations to the Department of Admissions. o Academic Issues: Faculty Member in Consultation with Head of Department and Department of Academic Affairs (if needed) review the case and submit recommendations to the Department of Admissions. o Financial Issues: Executive Vice President for Administration reviews the case and submits recommendations to the Department of Admissions. o Notification of Admission: the Department of Admissions collects the information and notifies the student whether they have been admitted or not. 3. Reporting Special Educational Needs o Physical Disabilities and Health Problems: EH&S Officer (Appendix II, Form 2) o Learning Disabilities: Senior Academic Officer o Faculty 4. Assessment of Learning Disabilities o Learning Disabilities: KESY Counselling Center and Other Assessment Centers (Appendix IV) o Physical Disabilities: Certification by physicians or medical centers. 5. Recommendation of Support Required (To: Faculty Member, CC: Executive Vice President for Administration) o Physical Disabilities: EH& S Officer (Appendix III) o Learning Disabilities: Senior Academic Officer (Appendix III) 5 P a g e

6 Disability Services Staff A. Admissions o Ms Constantinou Elena, Admissions Officer, Tel: o Ms Yaneva Galina, Senior Admissions Officer, Tel: o Ms Loizidou Kalia, Admissions Officer, Tel: B. Academic Affairs o Ms Skevi Ioannou, Senior Academic Officer. Tel: o Mr Peter Nikandrou, Academic Affairs Counselor (Student Success Center), Tel: C. Office of the Executive Vice President for Administration o Dr Stella Nicolaou, Environment, Health and Safety (EH&S) Office. Tel: o Ms Maria Stavrou, Environment, Health and Safety (EH&S) Office. Tel: D. KESY counseling center o Dr Stella Petronda, Clinical Psychologist, Tel: / E. Medical School o Ms Maria Perdikogianni, Registered Psychologist, lecturer, Tel: F. Student Affairs o Ms Myria Thrasou, Head of Student Affairs, Tel: / 133 G. Further support Appendix IV H. Faculty 6 P a g e

7 Disability Committee The EH&S Office has established the EH&S committee which is responsible for overseeing Environment, Health and Safety Issues in the campus. This committee appoints sub-committees to take over specific tasks. One of these sub-committees is the Disability Committee. The role of the Disability Committee The Disability Committee of the University of Nicosia is a body of experts and students that monitor issues regarding students with disabilities. The main objectives of the Committee are: To promote the rights of all the students of the University of Nicosia for equal learning opportunities To promote the right to an inclusive environment within the University To monitor and review University Policies related to students with disabilities and make recommendations To promote student participation and feedback in evaluating and making recommendations on University policies To examine suggestions from faculty and staff and make recommendations To be aware of the legislation as issued by the Ministry of Education / Ministry of Labor and other relevant bodies To provide reports and provide feedback to the Environment, Health and Safety Committee, at least annually and as matters arise Any member of the EH&S Committee with an interest in the learning needs of our students may participate. The current members of the EH&S Committee are: 1. Dr Solomou Emilios, Executive Vice President for Administration 2. Dr Nicolaou Stella, Environment, Health and Safety Supervisor 3. Dr Antonaras Alexandros, Director of the Consultancy Unit 4. Dr Hadjigeorgiou Photos, Professor of Chemistry and Associate Dean, School of Sciences 5. Dr Kyriakides Ioannis, Assistant Professor of Electrical Computer Engineering 6. Dr Petronda Stella, Clinical Psychologist 7. Dr Stasinos Dimitrios, Professor of Special Education 7 P a g e

8 8. Dr Valiantis Marios, Assistant Professor/Director of Environmental unit/ecognosia 9. Ms Ellina Liana, Head Receptionist and Head First Aider 10. Ms Makrides Voula, Head of Facilities 11. Ms Pelides Katia, Associate Lecturer of Nursing 12. Ms Stavrou Maria, Environment, Health and Safety Officer 13. Ms Thrassou Myria, Head of Student Affairs The current members of the Disabilities Sub-Committee are: 1. Dr Stasinos Demetris, Professor of Special Education 2. Ms Ellina Liana, Head Receptionist and Head First Aider 3. Ms Ioannou Skevi, Senior Academic Officer 4. Dr Nicolaou Stella, Environment, Health and Safety Supervisor 5. Ms Pelides Katia, Associate Lecturer of Nursing 6. Ms Perdicogianni Maria, registered psychologist, student counselor 7. Dr Petronda Stella, Clinical Psychologist 8. Ms Stavrou Maria, Environment, Health and Safety Officer 9. Ms Thrassou Myria, Head of Student Affairs Important Note: If you have expertise and / or special interest in the learning needs of our students contact Ms Maria Stavrou to either join the committee or make recommendations the committee may evaluate. 8 P a g e

9 General Academic Support The University of Nicosia requests from all students with Learning Disabilities to provide the University with all recent necessary documents and evaluations (diagnosis, suggestions for staff, doctor s reports etc). The students needs will be assessed continuously and recommendations for their support will be discussed in order to fit their specific needs. The necessary recommendations, guided by the suggestions from experts, concerning each individual s unique case will be made available to faculty or other members of staff by the University Services (EH&S Office, Academic Affairs). Special arrangements concerning each individual case will be made during the academic year, provided that students bring the recent necessary documentation that will support the changes required. Nevertheless, some basic information concerning general academic support for students with Learning Disabilities is provided. o Recording lectures: students with special needs are allowed to record lectures if required. o Note-taking: copies of the lecture notes must be provided to students who experience difficulty with note-taking due to their disability. o Lab and workshop assistance: assistance at labs and workshops must be provided to students who experience difficulties in completing laboratory work or participating in workshops. Otherwise, alternative methods of assessment for the specific tasks should be arranged. o Additional tutorial support: negotiation concerning additional support at designated times, other than class times, in cases where it is difficult for students to follow the pace of the lecturer is recommended. o Use of amanuenses or readers: students can be allowed to use amanuenses or readers if necessary. o Extra time: extensions can be given on essays or class projects / exams. o Informing Faculty and Staff affected: all faculty and staff that work with students who need extra support will be notified in advance. (Please consult the document referring to procedures concerning students with Learning Disabilities) o Exams and Assignments: If possible the exam schedule should take into consideration that some students may need more time to complete an exam, therefore the next exam should be programmed accordingly so that students will not have to change rooms or take the exam on a different day or room. In the case 9 P a g e

10 that this is not possible, other arrangements should be made to serve the needs of the students in the most respectful way. It is encouraged that students are involved in the decision-making process. Specific equipment should be allowed or provided if a student requires it. Special alterations to the presented style of the examination paper should be made if required (larger font, printed on yellow paper, Braille, etc) 10 P a g e

11 SECTION II: How does a lecturer obtain information? Procedures for Students with Learning Disabilities: For Faculty It is our intention to give all applicants who desire to study at the University of Nicosia the opportunity to acquire a quality education regardless of sex, gender, race, nationality, religion, age, disability and sexual orientation. We sincerely encourage applicants with disabilities to enroll and participate in the student life, provided that they are capable of carrying out and completing the course of their choice. The University is always open to suggestions and recommendations that will improve services concerning students with disabilities. Therefore, students of the University of Nicosia will be assessed and treated according to their skills and abilities and will be given equal opportunities to function successfully within the University. Applicants are encouraged to visit the University prior to their registration. By doing so, students will have the opportunity to meet staff and faculty and discuss the support they are already receiving and the support they will be receiving at the University. If you have questions regarding availability of resources to support a student contact the EH&S Office. o IMPORTANT NOTE: It is to the best interest of the student and the University that we evaluate special cases prior to admitting the student to avoid future problems. Students with Learning Disabilities are requested to provide the University of Nicosia with official documentation by qualified centers or professionals. In addition to their evaluation, it is also advisable that students provide the University with some documents, from their evaluator, that include suggestions concerning each individual s unique case. The documentation provided by each student should be recent in order to address the present needs of the student (3 years old maximum). Section V includes details of the report that should be submitted. All data collected are confidential and will be kept secured in accordance with the relevant Cyprus law. University of Nicosia declares its respect to the confidentiality of all personal data and aims at protecting them by making them non-accessible to third parties. Information is kept in a secure place within the University premises. The personal data collected are to be used only for the educational benefit of the student. Copies of the necessary documents along with the policies and further information will be made available to you by the Senior Academic Officer (Ms Skevi Ioannou) or the EH&S Office. 11 P a g e

12 It is expected that members of the faculty will adhere to the University s policies and will seriously consider the experts suggestions concerning each student with a Learning/Physical Disability that may attend their classes. Faculty members are encouraged to meet with the students and discuss the possible adjustments to ensure they would be suitable for the student s specific needs. The Counseling Services at KESY will be more than willing to offer their support by providing further information or support, especially if one feels uncomfortable to discuss specific issues with students (e.g. when you suspect a Learning Disability, or when you need to discuss certain arrangements with students). Any information given to you concerning students must not be discussed without the student s permission, unless you need support or information concerning a suspicion of a Learning Disability that was not disclosed. If you suspect that a student might have Learning Disabilities, similar to the ones described in the booklet given to you, he / she could be referred to the KESY (Counseling Services), the EH&S Office (Ms Maria Stavrou), or to the Senior Academic Officer (Ms Skevi Ioannou) The university recognizes that it is difficult to consider altering your teaching style to help students with learning disabilities, however it is expected that by making the required adjustments all the students will benefit and learn more effectively as well as enjoy the classes more. 12 P a g e

13 SECTION III: How does a student obtain support? Procedures for Students with Learning Disabilities Equal Opportunities: It is our intention to give all applicants who desire to study at the University of Nicosia the opportunity to acquire a quality education regardless of sex, gender, race, nationality, religion, age, disability and sexual orientation. We sincerely encourage applicants with disabilities to enroll and participate in the student life, provided that they are capable of carrying out and completing the course of their choice. The University is always open to suggestions and recommendations that will improve services concerning students with disabilities. Please submit your recommendations to the EH&S Office (Ms Maria Stavrou tel , who will inform the disabilities subcommittee and contact the chair of the subcommittee directly. Students will be assessed and treated according to their skills and abilities and will be given equal opportunities to function successfully within the University. Procedure: Applicants are encouraged to visit the University prior to their registration. By doing so, students will have the opportunity to meet staff and faculty and discuss the support they are already receiving and the support they will be receiving at the University. Students are required to complete the relevant questionnaire during NEPTON (an English Placement Test to place students in the appropriate level of English in order to support their academic studies at the University). The Senior Academic Officer will identify the students who require further academic support after reviewing the questionnaires and will forward them to the EH&S Officer. The Senior Academic Officer will contact the students with Learning Disabilities and the EH&S Officer will contact the students with physical disabilities. Students will be informed about the policies and will be given a copy of the policies. Students will also be informed about the Counseling Services and other services that offer academic support. Students who have been identified with Learning Disabilities must provide the University with all official documentation (diagnosis, etc) by qualified centers or professionals. In addition to their evaluation, it is also advisable that students provide the University with some documents, from their evaluator, which includes suggestions concerning each individual s unique case. The documentation provided by each student should be recent in order to address the present needs 13 P a g e

14 of the student (3 years old maximum). Detailed information on appropriate documentation is given in Section IV. All data collected are confidential and will be kept secured in accordance with the relevant Cyprus law. University of Nicosia declares its respect to the confidentiality of all personal data and aims at protecting them by making them non-accessible to third parties. Information is kept in a secure place within the University premises (Senior Academic Officer, EH&S Officer, Counseling Services will have copies of the documentation). The personal data collected are to be used only for the educational benefit of the student. The academic guidelines on the official documentation suggested by the evaluator will be forwarded to the Senior Academic Officer, the EH&S Officer and the Counseling Services at KESY. Every semester, the Senior Academic Officer and the EH&S Officer will forward the academic guidelines to the lecturers, to enable them to provide the required support to the students depending on his/her disability. The Counseling Services at KESY will provide support and information for staff, faculty and students. An overview of procedures is provided in Section I. 14 P a g e

15 Procedures for Students with Suspected Learning Disabilities It is possible for a student with a Learning Disability to go undiagnosed. In that case the student or staff / faculty member suspecting that there is a problem may do the following: Contact the Counseling Services at KESY. KESY may offer students, staff and faculty information and support on how to proceed. Make an appointment with KESY to discuss the case. If deemed necessary the student will be given the opportunity to be assessed by an expert at KESY or to be referred to another center or professional for an evaluation. The student / professional should follow the guidelines for documenting a learning disability (Section IV) and submit the documents to the appropriate Office. Once documentation is provided the procedure as stated in the previous section will be followed. 15 P a g e

16 SECTION IV: Documenting a Disability The University of Nicosia acknowledges that it is its proactive duty to serve the educational needs of all its students. As such it is committed to providing equal opportunities for people with disabilities in accordance with the policy of the University by doing its utmost to secure the necessary means, facilities and personnel. Documenting a Specific Learning / Psychological Disability To enable us to support each one of our students we will need individualized information. To document a Learning Disability, students must submit a psychometric / psychological evaluation to the Admissions Office / Senior Academic Officer, room A8, at the Main Building. The report should comprise of the following: I. General Information Submit either the original report or a True Copy. The report must be on a letterhead, typed, dated and signed. Language: English and / or Greek. II. Psychologist / Specialist Information The assessment must be conducted by a qualified professional. The following professionals would generally be considered qualified to evaluate specific learning disabilities: clinical or educational psychologists school psychologists psychiatrists neurologists neuropsychologists learning disabilities specialists logopedics / speech-therapists Make sure to include the full credentials of the qualified professional (name, title, and professional credentials - including information about license or certification). III. Neuropsychological and/or Psycho-educational Testing For any test results submitted include: (a) actual test scores, (b) detailed explanations and (c) interpretation of results (scores alone are not sufficient, a narrative should be included). Further, make a note if the student is receiving any kind of medication and whether there are any accompanying side-effects. 16 P a g e

17 IV. Recommendations Part or all of this report might be provided to lecturers teaching a student with a learning disability. As such, to provide the appropriate support, the qualified professional ought to make individualized recommendations (e.g. extra time in exams, small breaks etc). V. Recent Assessment The report must provide adequate information about the student s current level of functioning. The assessment must be dated within the last 3 years. If such information is missing and/or outdated, the student may be asked to provide a more recent or complete assessment. 17 P a g e

18 Documenting a Physical Disability To document a Physical disability submit a physician s report to the Environment, Health and Safety Office, room B12, Main Building. The report should comprise of the following: I. General Information Submit either the original report or a True Copy. The report should be on a physician s letterhead, dated and signed. Language: English and / or Greek. II. Specialist Information The assessment should be conducted by a qualified professional. This will vary according to the condition. Make sure to include the full credentials of the qualified professional (name, title, and professional credentials - including information about license or certification). III. Information the Specialist should include The name of the student The name of the condition The severity of the condition How long the condition is expected to persist, does it go in remissions, is it acute or chronic How the condition may impact the student s ability to carry out activities related to his University attendance (see section IV) Any other relevant information the physician believes to be relevant IV. Recommendations Part or all of this report might be provided to lecturers teaching a student with a physical disability. As such the qualified professional should make recommendations as to the kind of support the student will need (e.g. sit in the front of the room, be aware of any physical symptoms, etc). V. Recent Assessment The report must provide adequate information about the student s current level of functioning. If such information is missing and/or outdated, the student may be asked to provide a more recent or complete assessment. 18 P a g e

19 SECTION V: Information on Specific Learning Disabilities and Potential Support General Information What are Learning Disabilities? Learning disabilities are problems that affect the brain's ability to receive process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities and most students affected by them have more than one kind. While certain kinds of learning disabilities can interfere with a person's ability to concentrate or focus and can cause someone's mind to wander too much, other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems. What Are the Signs of Specific Learning Disabilities? It is hard to tell if a person has a learning disability just by looking at that person, which can make learning disabilities hard to diagnose. Learning disabilities typically first show up when a person has difficulty speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention in class. Some children s learning disabilities are diagnosed in school when a parent or a teacher notices that the child can't follow directions for a game or is struggling to do work he/she should be able to do easily. Some kids, however, develop sophisticated ways of covering up their learning problems and as a result learning disabilities don't show up until the teen years when schoolwork - and life - gets more complicated. Most learning disabilities fall into one of two categories: verbal and nonverbal. Some people with learning disabilities have difficulty with words, both spoken and written. These are called Verbal Learning Disabilities but they should not be misinterpreted as being associated with the ability to speak. The most common and best-known verbal learning disability is dyslexia, which causes people to have trouble recognizing or processing letters and the sounds associated with them. For this reason, people with dyslexia have trouble with reading and writing tasks or assignments. Some people with verbal learning disabilities may be able to read or write just fine but they have trouble with other aspects of language. For example, they may be able to sound out a sentence or paragraph perfectly, making them good readers, but they cannot relate to the words in ways that will allow them to make sense of what they are reading (such as forming a picture of a thing or situation). Moreover, some people have trouble with the act of writing as their brains struggle to control the many things that go 19 P a g e

20 into it - from moving their hand to form letter shapes to remembering the correct grammar rules involved in writing down a sentence. People with non-verbal Learning Disabilities may have difficulty processing what they see. They may have trouble making sense of visual details like numbers on a blackboard. Someone with a nonverbal learning disability may confuse the plus sign with the sign for division, for example. Some abstract concepts like fractions may be difficult to master for people with nonverbal learning disabilities. A behavioral condition called attention deficit hyperactivity disorder (ADHD) is often associated with learning disabilities because people with ADHD may also have a hard time focusing enough to learn and study. Students with ADHD are often easily distracted and have trouble concentrating. They may also be excessively active or have trouble controlling their impulses. More information on ADHD is provided later on. What Causes Specific Learning Disabilities? There is still debate over the causal factors of learning disabilities. Researchers, however, do have some theories as to why they develop. These include: Genetic influences: Experts have noticed that learning disabilities tend to run in families and they think that heredity may play a role. However, researchers are still debating whether learning disabilities are, in fact, genetic, or if they show up in families because children learn and model what their parents do. Brain development: Some experts link learning disabilities to brain development, both before and after birth. For this reason, problems such as low birth weight, lack of oxygen, or premature birth may have something to do with learning disabilities. Young children who receive head injuries may also be at risk of developing learning disabilities. Environmental factors: Infants and young children are susceptible to environmental toxins (poisons). For example, you may have heard how lead (which may be found in some old homes in the form of lead paint or lead water pipes) is sometimes thought to contribute to learning disabilities. Poor nutrition early in life may also lead to learning disabilities later in life. What can faculty do to accommodate LD students? o Allow students to record the lecture o When writing on the board write in large print o Give instructions orally rather than in written form o Allow students time to respond o Allow frequent breaks o Have the student sit in the front of the room and make sure that there are minimal distractions (i.e., the person may not be able to focus if he/she is sitting by an open window). o Administer a test in a private room or alternative testing site o Allow extended time for tests 20 P a g e

21 o Provide extra test preparation o Give task focusing prompts if necessary in a discrete and positive manner o Oral examination in the presence of at least two individuals Important Note: All students are different so the support provided is also individualized based on the recommendations of a professional What is Dyslexia? Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. In simple terms the messages the brain is sending get jumbled up or confused and to a child words look jumbled and thus it s hard for him/her to read and remember what was read. Having dyslexia doesn t mean that someone is intellectually limited. Many successful people had dyslexia. Signs and Symptoms o Reads slowly and painfully o Experiences decoding errors, especially with the order of letters o Shows wide disparity between listening comprehension and reading comprehension of some text o Has trouble with spelling o May have difficulty with handwriting o Exhibits difficulty recalling known words o Has difficulty with written language o May experience difficulty with math computations o Decoding real words is better than nonsense words o Substitutes one small sight word for another: a, I, he, the, there, was What can faculty do to accommodate students with dyslexia? o Present an outline of the lecture at the beginning of the class, allowing thus the student to get the big picture of what will be presented on that day. o The student should be seated in an area with minimal distractions (i.e., away from windows) o Use books on tape or allow students to record lectures o Provide a copy of lecture notes o Don t count spelling on history, science or other similar tests o Print key words on the board rather than writing them in cursive handwriting o Keep in mind that a white board can create a visual glare for some dyslexic students o Avoid asking dyslexic students to read out loud they have difficulties in visual tracking and they will have a difficult time reading o Allow dyslexic students to approach you at the end of the lecture and ask you about any points that may have been confusing o Avoid writing assignments on the board handouts are preferable o Encourage a dyslexic student to show you a rough draft of an essay so that you can provide some feedback before the final version 21 P a g e

22 o Allow the use of a laptop or other computer for in-class essays o Present material in small units o Allow extra time for exams o Inform dyslexic students of any supports or special services that may be available at the college/university o Inform dyslexic students about technological aids such as Speech Recognition programs, i.e. Dragon Naturally Speaking, which will allow them to dictate their work into a word-processing program, without having to devote special attention to spelling. What is ADHD? ADHD stands for attention deficit hyperactivity disorder. ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD. The term ADD is sometimes still used, though, to describe a type of ADHD that doesn't involve hyperactivity. ADHD is a medical condition that affects how well someone can sit still, focus, and pay attention. People with ADHD have differences in the parts of their brains that control attention and activity. This means that they may have trouble focusing on certain tasks and subjects, or they may seem "wired," act impulsively, and get into trouble. Signs and Symptoms Although ADHD begins in childhood, sometimes it's not diagnosed until a person is a teen and occasionally not even until someone reaches adulthood. Because ADHD is a broad category covering different things attention, activity, and impulsivity it can show up in different ways in different people. Some of the signs of ADHD are when someone: o has difficulty paying attention or staying focused on a task or activity o has problems finishing assignments at school or home and jumps from one activity to another o has trouble focusing on instructions and difficulty following through o loses or forgets things such as homework o is easily distracted, even when doing something fun o has problems paying close attention to details or makes careless mistakes o has trouble organizing tasks and activities o has difficulty waiting one's turn o interrupts or intrudes on other people o blurts out answers before questions have been completed o fidgets with hands or feet or squirms about when seated o feels restless o talks excessively and has trouble engaging in activities quietly 22 P a g e

23 What causes ADHD? Doctors and researchers still are not exactly sure why some people have ADHD. Research shows that ADHD is probably genetic and that it may be inherited in some cases. Scientists are also exploring other things that may be associated with ADHD: For example, ADHD may be more prevalent in kids who are born prematurely. It is also more common in boys than it is in girls. Doctors do know that ADHD is caused by changes in brain chemicals called neurotransmitters. These chemicals help send messages between nerve cells in the brain. The neurotransmitter dopamine for example, stimulates the brain's attention centers. So a person with low amounts of this chemical may show symptoms of ADHD. Doctors usually follow a multimodal approach to ADHD treatment. This means that they use several different treatment methods for a patient, such as medication, family and individual counseling, and environmental changes at school to address particular learning styles. Certain medicines can help people with ADHD improve their focus and attention and reduce the impulsiveness and hyperactivity associated with ADHD. What can faculty do to accommodate students with ADHD? o Allow students to record lectures it s easier for them than taking notes o Give them extra time during exams it s best to arrange individualized testing facilities so they can have the allocated time without holding up classes that follow o Have students sit near the front of the classroom so as to avoid distractions o Allow students to take breaks o Make sure the student has understood what his/her assignment is o Break tasks into smaller steps structure is essential for ADHD students o Avoid insults or remarks for inappropriate behaviors instead prefer gentle reminders to re-focus the student on the task o If you notice several of the signs listed above talk to the student and find out if he has been diagnosed and refer him/her to the appropriate services o Encourage the student to get help and learn strategies that will help him succeed. What is Cerebral Palsy? Cerebral Palsy is a congenital disorder, which means that it's a problem that develops before or at birth. It can also result from brain damage that occurs in the first few months or years after birth. Cerebral palsy is a disorder of the brain that affects a person's ability to coordinate body movements. (This ability is referred to as motor skills.) The condition also affects muscle tone. Because cerebral palsy affects muscle control, people with CP may have problems walking or eating. Some people with cerebral palsy have learning disabilities or behavior 23 P a g e

24 problems, but many do not. Some people who have CP also have other medical problems, such as seizures or epilepsy, hearing impairment, and speech problems. There are three types of cerebral palsy: o Spastic cerebral palsy. People with this form of the condition have difficulty moving or their movements are stiff. Between 70% and 80% of people with cerebral palsy have this form of the condition. o Athetoid cerebral palsy. People with this type of CP have difficulty controlling movement and they may have involuntary body movements. o Ataxic cerebral palsy. People with this form of CP have problems with balance, coordination, and depth perception; their movements often seem shaky. o Rigidity and tremor cerebral palsy People can have one or more of these forms of CP. The most common mixed form of CP is a combination of the spastic and athetoid types. Some teens have only mild problems with movement. Others, though, need crutches or wheelchairs to get around. Teens with CP may go to physical therapy for help with movement problems. They also may go to occupational therapy for help with skills like handwriting or speech therapy for help with speech problems. Others may have surgery or be given leg braces as part of their treatment. Teens with CP often take medicine to help control related conditions, like seizures 24 P a g e

25 What is Tourette Syndrome? Tourette syndrome (TS) is a neurological disorder where a person has both motor and vocal tics. Doctors and scientists don't know the exact cause of TS, but some research suggests that it occurs when there's a problem with how nerves communicate in the brain. A disturbance in the balance in neurotransmitters chemicals in the brain that carry nerve signals from cell to cell may play a role in TS. Tourette syndrome is not contagious. You can't catch it from someone who has it. Studies suggest that TS is a genetic disorder, which means it's the result of a change in genes that's either inherited (passed on from parent to child) or happens during development in the womb. As with other genetic disorders, someone may have a tendency to develop TS. But that doesn't mean the person will definitely get the condition. Doctors and researchers are continually learning new information about TS and what might lead a person to develop it. People with Tourette syndrome usually first notice symptoms while they are kids or teens. TS affects people of all races and backgrounds, although more guys than girls have the condition. Signs and Symptoms The main symptoms of TS are tics. Motor tics can be everything from eye blinking or grimacing to head jerking or foot stamping. Some examples of verbal tics are throat clearing, making clicking sounds, repeated sniffing, yelping, or shouting. In rare cases, people with TS might have a tic that makes them harm themselves, such as head banging. At certain times, like when a person is under stress, the tics may become more severe, more frequent, or longer. Or the type of tic may change altogether. (This is also true for people who have tics that are not part of Tourette syndrome.) Some people may be able to suppress their tics for a short time. But tension builds, and it eventually has to be released as a tic. And if a person is concentrating on controlling the tic, it may be hard to focus on anything else. This can make it hard for teens with TS to have a conversation or pay attention in class. In addition, many teens with TS have other conditions, such as attention deficit hyperactivity disorder (ADHD) or obsessive-compulsive disorder (OCD). Learning disabilities are common in people with TS. They also may have trouble sleeping. There isn't a specific test for TS. Instead, the doctor looks at the family medical history, the person's symptoms, and other clues to make a diagnosis. Sometimes, doctors use imaging tests like magnetic resonance imaging tests (MRIs), computerized tomography (CT) scans, electroencephalograms (EEGs), or blood tests to rule out other conditions that might have symptoms similar to TS. 25 P a g e

26 Dealing with Tourette Syndrome Many people don't understand what TS is or what causes it, so they might not know what to make of someone who has TS. And if people stare, it can feel embarrassing or frustrating. People with TS might have to explain their condition a lot or have to deal with people thinking they're strange. Although it's not easy to have TS, there's good news the tics usually get milder or go away during adulthood. Some of the things teens with TS can do include: o Get involved. Some people say that when they're engrossed in an activity, their tics are milder and less frequent. Sports, exercise, or hobbies are great ways for teens to focus mental and physical energy. Some well-known athletes have TS. o Give a helping hand. Dealing with TS often makes people more understanding of other people's feelings, especially other teens with problems. Use your special sensitivity by volunteering. o Embrace your creativity. Creative activities such as writing, painting, or making music help focus the mind on other things. There's speculation that the composer Mozart had TS. o Find support. Speak to a professional who can help you deal with the challenges of having Tourette Syndrome. o Take control. People with TS can feel more in control of their lives by researching TS, asking their doctors plenty of questions, and taking an active role in their treatment. Some teens may have surgery or be given leg braces as part of their treatment. And teens with CP often take medicine to help control related conditions, like seizures. 26 P a g e

27 SECTION VI: Information on Physical Disabilities and Potential Support General Information: Students with Medical Conditions (epilepsy, asthma, diabetes, ME, cancer, HIV, hepatitis, thalassaimia, etc) The general academic support guidelines are applied in the above cases where necessary in addition to: o Obtaining a badge for accessible parking. o Enabling access to all university grounds. o Allowing the possibility for personal assistants. o Providing information, training and support to faculty, staff and fellow students regarding the individual s specific needs. Deaf or Hearing Impaired Students Deaf or hearing impaired students have different needs depending on the difficulty they have. In Cyprus, communication among deaf or hearing impaired individuals depends mostly on lip reading and the use of sign language. Some of the students can talk, although their speech might be difficult to understand in the beginning. Also, some of the students may use hearing devices. The general academic support guidelines are applied when necessary, in addition to: o Providing information, training and support to faculty, staff and fellow students regarding the individual s specific needs. o Being able to use an interpreter in case a student communicates with sign language (The University will cooperate with the School for the Deaf in Cyprus). o Being able to use note takers in case it is suggested. o Providing assistance in the use of specialized equipment that the student can use, or already uses (e.g. hearing-aid devices, minicom, etc). try to speak loud (but not overly loud) and clearly. In case that other equipment is used, the lecturer must ensure that it will not interfere with the hearing equipment the student is using. o Arranging for extra time after class in order to clarify any questions. o In case a student can lip-read the lecturer must have the following in mind: it might be necessary to attract the student s attention. arrangements should be made, if necessary, for the student to be seated where he / she will have a better view of the lecturer (so that he/she can see the lecturer s lips moving). the lecturer must not stand too far away from the student. it is not necessary for the lecturer to speak loudly. it would help the student if the lecturer tries to speak clearly but without exaggerating mouth movements. Speech must not be too fast, or too slow. the lighting should be such that allows the student to view the lecturer s face clearly. 27 P a g e

28 it would be helpful to allow students short breaks during the lecture as it will be too tiring for them to attend. Blind or visually impaired students Blind or visually impaired students have different needs regarding the difficulty they have. Some students may use the Braille method for reading texts. The general academic support guidelines are applied where necessary in addition to: o Providing information, training and support to faculty, staff and fellow students regarding the specific needs of these students. o Obtaining a badge for accessible parking. o Allowing the possibility for personal assistants to help students move around, orient themselves and use equipment. o Providing visually impaired students with larger print notes in the classroom or on examination papers. o Providing information electronically so that students who are visually impaired but can see could make the necessary adjustments that will enable them to see more clearly. o Visually impaired students may require specific lighting. If such an arrangement would not make fellow students uncomfortable in class, the impaired student s suggestions could be implemented. o Students who use Braille could have their examination papers and their answers in Braille (The University will cooperate with the School for the Blind in Cyprus). o Students could be examined orally. o Students could provide information on any existing equipment they are already using. Students with mobility difficulties (wheelchair users, cerebral palsy, muscular dystrophy, multiple sclerosis, spinal injury, etc) The general academic support guidelines are applied where necessary in addition to: o Obtaining a badge for accessible parking. o Allowing the possibility for personal assistants. o Providing information, training and support to faculty, staff and fellow students regarding the specific needs. o Access to facilities (lecture theatres, toilets, library, computer labs, etc) via elevators, ramps or other necessary means. o Desk to accommodate their needs. o Discussing methods of assessment that are adjusted to their needs. o Informing faculty and staff about equipment that is already being used. 28 P a g e

29 Psychological or mental health conditions (Stress and anxiety, depression, bereavement, eating disorders, idea-suicide, selfmutilation, various psychological, corporal abuse etc) The following guidelines are applied: o Providing information, training and support to staff and students regarding the specific needs. o Providing counseling services through referral. o Arrange extensions on assignments or exams. Epilepsy A brain disorder resulting in repeated seizures over time. The seizures are caused by disturbed brain activity and may result in changes in attention and/or behavior. The symptoms may vary from person to person. A potential complication of epilepsy is difficulty in learning so these people need support. The following general guidelines are applied: o Providing extra time for exams and projects. o Simplify and explain questions that the student has difficulty comprehending, provided that the explanation does not give away the answer. Asthma Asthma is a chronic disorder characterized by swelling and narrowing of the airways of the lungs leading to wheezing, coughing, shortness of breath and chest tightness. The following general guidelines are applied: o Keep an eye on the student to recognize when they have an attack. o Look for their medication, provide support and contact a first aider. o If the attack is severe contact an ambulance. 29 P a g e

30 SECTION VII: Suggested Reading Ελληνόγλωσση Aγαλιώτης, Ι. (2000). Μαθησιακές δυσκολίες στα μαθηματικά. Αιτιολογία, αξιολόγηση, αντιμετώπιση. Αθήνα: Ελληνικά Γράμματα. Αγγελίδης, Π. (επιμ.) (2009). Συμπεριληπτική εκπαίδευση και βελτίωση σχολείων. Σχέση αμφίδρομη. Αθήνα: Ατραπός Αγγελίδης, Π. (επιμ.) (2011). Παιδαγωγικές της συμπερίληψης. Αθήνα (Ζεφύρι): Εκδόσεις διάδραση. Αθανασιάδης, Ε. (2001). Η δυσλεξία και πώς αντιμετωπίζεται: διαφορετικός τρόπος μάθησης-διαφορετικός τρόπος διδασκαλίας. Αθήνα: Καστανιώτης. American Psychiatric Association (Mτφρ.-επιμ.: Κ. Γκοτζαμάνης) (2004). Διαγνωστικά κριτήρια DSM-IV-TRTM. Aθήνα: Ιατρικές εκδόσεις Λίτσας. Αρτινοπούλου, Β. (2001). Βία στο σχολείο. Ερευνες και πολιτικές στην Ευρώπη. Αθήνα: Εκδόσεις Μεταίχμιο. Βάμβουκας, Μ. (2004). Θέματα ψυχοπαιδαγωγικής της ανάγνωσης. Αθήνα: Ατραπός Βάμβουκας, Μ. (2009). Μάθηση και παιδαγωγική της πρώτης γραφής λέξεων. Αθήνα: Εκδόσεις Γρηγόρη. Βourcier, A. (1986). Αντιμετώπιση της δυσλεξίας: για χρήση των γονιών, των δασκάλων και των παιδαγωγών. Αθήνα: Εκδόσεις Κέδρος. Brock S.E., Sandoval J., Lewis S. (Μτφρ.: Ε. Θεοχαράκη) (επιμ. Χρ. Χατζηχρήστου) (2005). Διαχείριση κρίσεων στο σχολείο. Εγχειρίδιο για τη δημιουργία ομάδων διαχείρισης κρίσεων στο σχολείο. Αθήνα: Τυπωθήτω. Happé, F. (Μτφρ., εισαγωγή, επιμ., γλωσσάρι: Δ Στασινός) (2003). Αυτισμός. Σύγχρονη ψυχολογική θεώρηση. Αθήνα: Gutenberg. Herbert, M. (Επόπτης ελλην. έκδοσης: Ψυχολογικά προβλήματα παιδικής ηλικίας (τ. 1α και 1β) (24 η έκδοση). Αθήνα: Ελληνικά Γράμματα. Herman, J.L. (Μτφρ.: Ε. Νάντσου) (1996). Η ΒΙΑ. Επακόλουθα ψυχικά τραύματα. Θεραπεία. Αθήνα: Εκδόσεις Θετίλη. 30 P a g e

31 Hillenbrand, C. (Μτφρ.: Π. Ευκαρπίδης) (Επιμ.: Χ. Τσορμπατζούδης) (2011). Εισαγωγή στην Παιδαγωγική των Διαταραχών Συμπεριφοράς. Αθήνα: Εκδόσεις έλλην. Kαραπέτσας, Α.Β. (1993). Η δυσλεξία στο παιδί: διάγνωση και θεραπεία. Αθήνα: Ελληνικά Γράμματα. Μαυρομμάτη, Δ. (2004). Δυσλεξία: φύση του προβλήματος και αντιμετώπιση. Αθήνα: Ελληνικά Γράμματα. Παντελιάδου, Σ. (2000). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη. Τι και γιατί. Αθήνα: Ελληνικά Γράμματα. Περσιάνης Π. (2010). Πολιτότητα και νεανική παραβατικότητα. Λευκωσία: Κέντρο Μελετών Ιεράς Μονής Κύκκου. Πολυχρόνη, Φ., Χατζηχρήστου, Χ. Μπίμπου, Α. (2006). Ειδικές μαθησιακές δυσκολίες, δυσλεξία: ταξινόμηση, αξιολόγηση και παρέμβαση. Αθήνα: Ελληνικά Γράμματα. Στασινός, Δ. (2011). Η Ειδική Εκπαίδευση στην Ελλάδα. Αντιλήψεις, θεσμοί και πρακτικές. Κράτος και ιδιωτική πρωτοβουλία ( ). Αθήνα: Gutenberg. Στασινός Δ. (επιμ.) (2003). Μαθησιακές δυσκολίες του παιδιού και του εφήβου. Η εμπειρία της σύγχρονης Ευρώπης. (Γ έκδοση βελτιωμένη και επαυξημένη). Αθήνα: Gutenberg. Στασινός, Δ. (1999). Δυσλεξία και σχολείο. Η εμπειρία ενός αιώνα. Αθήνα: Gutenberg. Στασινός, Δ. (2009). Ψυχολογία του λόγου και της γλώσσας. Ανάπτυξη και παθολογία. Δυσλεξία και λογοθεραπεία. Αθήνα: Gutenberg Στασινός, Δ. (2013). Η Ειδική Εκπαίδευση Για μια Συμπεριληπτική ή Ολική Εκπαίδευση στο Νέο-ψηφιακό Σχολείο με Ψηφιακούς Πρωταθλητές. Αθήνα: Εκδόσεις Παπαζήση. Στυλιανού, Σ. (2007). Νεανική παραβατικότητα και κυπριακή κοινωνία. Λευκωσία: Εκδόσεις Πανεπιστημίου Λευκωσίας. Σχολή Επιστημών Αγωγής Πανεπιστημίου Λευκωσίας (2011). Παθολογία του γραπτού λόγου και εκπαιδευτική πράξη στο σύγχρονο σχολείο. Λευκωσία: Εκδόσεις Πανεπιστημίου Λευκωσίας. 31 P a g e

32 Ξενόγλωσση Adams, F. (ed)(1986). Special education. Harlow: Councils and Education Press. Ainscow, M.(1991). Effective schools for all. London: Fulton; Baltimore: Paul H Brookes. Ainscow, M.(1994). Special needs in the classroom. A teacher education guide. London: Jessica Kingsley Publishers. Bigge, J.L. (1991). Teaching individuals with physical and multiple disabilities (3 rd ed.). Columbus, OH:Merrill. Bogdanowicz M., Sayles, H. A. (2004). Rights of dyslexic children in Europe. Gdańsk, Polland: Harmonia. British Dyslexia Association (2001). Dyslexia friendly schools audit. Reading (UK): BDA. Davis, R.D. (Συν. με Braun, M.E.) (1997). The gift of dyslexia. Why some of the brightest people can t read and how then can learn. London: Souvenir Press. Fawcett, A. (1994). Dyslexia in children: multidisciplinary perspectives. Hertfordshire: Harvester Wheatsheaf. Frederickson, N. and Cline, T. (eds) (2006). Special educational needs, inclusion and diversity: a textbook. London: Open University Press. Gilroy, D.E. (1996). Dyslexia at college. London: Routledge. Goulandris, Nata (ed) (2003). Dyslexia in different languages. Cross-linguistic comparisons. London and Philadelpia: Whurr Publishers. Grandin, T. (1995a). How people with autism think. New York: Plenum Press. Graziano, A.M. (2002). Developmental disabilities. Introduction to a diverse field. Boston: Allyn and Bacon. Heward W.L., Orlansky M.D. (1992). Exceptional children. An introductory survey of special education. New York: Merrill. Hornsby, B. (1996). Overcoming dyslexia (3 rd ed.). London: Random House. 32 P a g e

33 Jordan, D. (1996). Overcoming dyslexia in children, adolescents, and adults (2 nd edition). Austin, TX: Pro-Ed. Kauffman, J.M. (1985). Characteristics of children s behavior disorders. Columbus, Ohio: Merrill. Kirk, S. (1972). Educating exceptional children (19720(sec. ed.). Boston: Houghton Mifflin Company. Miles, T.R. and Miles, E. (επιμ.) (1984). Dyslexia and mathematics. London: Routledge. Molnar A., Lindquist B. (1989). Changing problem behavior in schools. San Francisco: Jossey-Bass Publishers. Mortimore, T. (2003). Dyslexia and learning styles: A practitioner s handbook. London: Whurr Publications. National Center for Learning Disabilities (1999). Visual and auditory processing disorders. New York: Author. Νιτσόπουλου, Μ. (1987). Βοηθείστε το παιδί σας. Θεσσαλονίκη: Εκδοτική Ομάδα. Peer, L. and Reid, G. (eds) (2000). Multilingualism, literacy and dyslexia. A challenge for educators. London: David Fulton Pub;ishers. Philomena, O. (1997). How to detect and manage dyslexia: a reference and resource manual. Oxford: Heinemann. Reid, G., and Fawcett, A. (eds) (2004). Dyslexia in context. Research, policy and practice. London: Whurr Publishers. Reid, G. & Kirk, J. (2001). Dyslexia in adults: education and employment. Chichester: (UK): John Wiley and Sons. Reid, G. (2005). Learning styles and inclusion. London: Paul Chapman Publishing. Reynolds C.R., Fletcher-Janzen El. (eds) (2002). Concise Encyclopedia of SPECIAL EDUCATION. A reference for the education of the handicapped and other exceptional children and adults. (sec. ed.). Hoboken, N.J.: John Willey and Sons. Ryden, M. (1997). Dyslexia: how would I come? London: Jessica Kingsley Publishers. 33 P a g e

34 Singleton, C.H. (1994). Computers and dyslexia. Educational applications of new technology. Hull, UK: University of Hall. Singleton, C.H. (1995). Dyslexia in higher education. Dyslexia Contact, 14(2), 7-9. Smythe I., Everatt J. and Salter R. (eds) (2004). International book of dyslexia. A crosslanguage comparison and practice guide. Chichester (UK): John Willey Sons. Snowling, M. (ed.) (2005). Dyslexia, speech and language: A practitioner s handbook. London: John Wiley & Sons. Thomson, M. (ed) (2003). Dyslexia included. A whole school approach. London: David Fulton Publishers. Tiedt, P.L., & Tiedt, I.M. (1986). Multicultural teaching: A handbook of activities, information, and resources (2 nd ed.). Boston: Allyn & Bacon. Tilstone Chr., Florian L., Rose R. (eds) (1998). Promoting inclusive practice. London and New York: Routledge-Palmer. Tomlinson, J. (1997). Inclusive learning: The report of the committee of inquiry into the post-school education of those with learning difficulties and disabilities in England, European Journal of Special Need Education, 12(3) Tomlinson, J. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Vaughn, S. & Bos, C.S. (Eds.) (1994). Research issues in learning disabilities. New York: Springer-Verlag. 34 P a g e

35 APPENDIX I: Policies ACADEMIC AFFAIRS 23. POLICY ON STUDENTS WITH SPECIAL NEEDS A student with special needs is a student having one of the following conditions: 1. physical impairment (visual impairment, hearing impairments, physical movement impairment) 2. learning disability (e.g. dyslexia and similar conditions) 3. psychological condition (extreme stress, serious anxiety, depression and similar problems of a personal or family nature) The University of Nicosia acknowledges its proactive duty to serve the educational needs of such students by doing its utmost to secure the necessary means, facilities and personnel. Such measures may include: 1. physical access to buildings and facilities 2. psychological/personal counselling services 3. alternative assessment methods (e.g. more time allowed, oral examinations, etc) 4. other measures as and when they are professionally prescribed. 35 P a g e

36 MINISTRY OF EDUCATION The relevant section is included. 36 P a g e

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STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. A Booklet for Faculty and Staff of the University of Nicosia

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