Learning Plus - Information for Current Students

- support services for students with documented learning disabilities and/or attention deficit disorder, at the University of Hartford.

Features of Learning Plus

Director: E. Lynne Golden   Administrative Secretary: Patty O’Donovan A209     860.768.4312

Learning Plus [ L+] is the department that provides services and accommodations to eligible students who have diagnosed, documented learning disabilities, attention deficit disorder, autism spectrum disorders, and acquired brain injuries. Students who are diagnosed with disabilities K-12 and have IEPs or 504 Plans are NOT automatically eligible for accommodations at the postsecondary level: According to federal regulations, at the postsecondary level it is the student’s responsibility to prove that he has a current disability(ies) that substantially limits learning.

·         The mission of Learning Plus is to teach students how to manage their disabilities instead of being managed by them.

·         Students who have disabilities are required to meet the same standards as their non-disabled peers: NO courses are waived; inappropriate behavior is NOT tolerated.

·         Learning Plus is voluntary not mandatory.

Confidentiality is guaranteed. The student must voluntarily give me written authorization to share/exchange information with University representatives, parents, or health care providers. During the L+ Intake Interview, the student will be asked to complete an authorization form either extending or denying permission to share/exchange information.

Learning Plus services and accommodations are initiated and maintained by the student.

L+ Services include: Letters of Disclosure; Direct Strategies Instruction; Check-In and Drop-In Appointments, assistance with accessing classroom accommodations (note taker, Books-on-Tape, laboratory support).

§ Letters of Disclosure

Eligible students receive a Letter of Disclosure stating the disability(ies) and the approved accommodations. Accommodations are:

specific and justified by the documentation.

determined on a case-by-case basis.

mandatory, but negotiable.

      Direct Strategies Instruction (1^st year students, 1x week for 45 minutes)

*Time Management                                *Stress Management

*Organizational Skills                              *Note Taking Skills

*Test Preparation                                  *Test Taking

*Reading Comprehension                        *Written Expression

      *Personal Accountability                         *Self-advocacy

§ Check-In (sophomores, 1x every other week)

§ Drop-In (juniors and seniors, as needed)

N.b. Appointments are: student directed; facilitated by professional Learning Specialists; scheduled according to the student’s availability.

L+ appointments are NOT for content tutoring.

§ Test Accommodations

Examples of reasonable/appropriate accommodation

Documented Disability:

Possible Accommodation(s):

Auditory processing

- Note taker for lectures, or
- Use of a tape recorder, or
- Advance outline of lecture

Dyslexia

- Textbooks on tape
- Reader for tests

Attention Deficit Disorder

- Extended time for tests (1.5x - 2x, not unlimited)

Graphomotor Disability

- Use of a word processor when appropriate, or
- Scribe for test

Information processing

- Note taker
- Extended time for tests

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Documentation FAQs

Q: When do I submit my documentation re: my disablity (test results and reports [psychoeducational evaluation, neuropsychological evaluation])?

A: You should submit your documentation re: your disability AFTER you have been accepted to the University of Hartford and you have made a deposit. DO NOT submit your documentation with your application.

Q: Where do I send my disability documentation once i have been accepted to the University of Hartford?

A: Mail your disability documentation to:

E. Lynne Golden
Director, Learning Plus, A209
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117

Q: Who is responsible for sending my disability documentation to Learning Plus?

A: The student is responsible for sending the documentation to Learning Plus.

In most cases, the student requests (in writing) that the high school guidance department or the department of special education services photocopy and mail the required documentation to Learning Plus. Please note, the University does not require a copy of an IEP (Individualized Education Plan), nor a 504 Plan. However, an IEP or a 504 Plan may provide additional information that might be helpful in determining the student's eligibility for services/accommodations at the University of Hartford. The University of Hartford will keep the confidential documentation for 10 years after whick time, the documentation will be shredded.

It is in the student's best interest to request a 2nd copy of his/her documentation to keep for his/her own personal records.

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Documentation Criteria

A. Testing: A comprehensive battery of tests including:

1.   Aptitude (within the last 3 years)
     (Wechsler Adult Intelligence Scale III [WAIS III], Woodcock-Johnson Psychoeducational Battery III: Tests of Cognitive Ability [WJR], or Stanford-Binet Intelligence Scale 4th Edition)

2. Achievement (within the last 3 years)
    (Woodcock-Johnson Psychoeducational Battery III: Tests of Achievement[WJR], Wechsler Individual Achievement Tests [WIAT], Stanford Test of Academic Skills [TASK], or specific achievement tests such as the Test of Written Language-3[TOWL-3], Woodcock Reading Mastery Tests-Revised, & the Stanford Diagnostic Mathematics Test. ***NOT acceptable = Wide Range Achievement Test [WRAT]***

3. InformationProcessing
    (specific areas of information processing [e.g. short- and long-term memory; sequential memory, auditory and visual perception/processing; processing speed subtests on WAIS III or WJR of Cognitive Ability, or the Detroit Tests of Learning Aptitude-Adult [DTLA-A]

4.    Actual test scores are provided.

          5.    Narratives accompany test scores.

6.    If the diagnosis is ADHD, the DSM-IV criteria are listed and accompanied by observations/interviews.

7.    Testing is recent, within 3 years.

B.    The evaluation has been conducted by a qualified professional(s), and the evaluator’s (s’) credentials are included (psychologist, psychiatrist, neuropsychologist).

C.    The report(s) is/are typewritten on letterhead stationery. Note, handwritten scores or summary sheets are NOT acceptable.

D.    The summary of the background information/history is sufficient.

E.    The written diagnostic summary is sufficient.

F.    The documentation includes a specific diagnosis of:

1. LD
2. ADHD
3. BOTH

G.   There is clear evidence of a current impairment(s) that substantially limit(s) learning.

H.   The evaluator(s) has(have) included specific recommendations and the rationale for accommodations/services at the postsecondary level.

Other information to be considered by Learning Plus when determining eligibility for services/accommodations. Examples: * The student is identified as OHI because of a physical disability. *The student attended a special school for students with disabilities. *The student’s curriculum was modified in HS. *The student worked 1-to-1 with a paraprofessional or personal assistant in HS. *The student takes medication to manage the disability.

Download the criteria checklist used by Learning Plus to determine eligibility: click here. Print and use this with your evaluator.

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Letter of Disclosure

What is a Letter of Disclosure?

A Letter of Disclosure is a University of Hartford document issued by the department of Learning Plus to a student who has filed appropriate documentation verifying the presence of a Learning Disability and/or Attention Deficit Disorder and is eligible to receive specific services and accommodations.

Why is a Letter of Disclosure necessary?

The student is required to provide a professor with a Letter of Disclosure in order to receive any accommodations. At the postsecondary level, accommodations are not automatically provided for students who have special needs as they are in schools, grades K-12. Letters of Disclosure must be provided each semester to each professor in whose class the student wishes to receive accommodations.

Who is responsible for obtaining the Letter of Disclosure?

It is the student's responsibility to contact the department of Learning Plus within the first 3 weeks of the semester to obtain a Letter of Disclosure. This procedure must be repeated each semester.

What is the procedure for obtaining a Letter of Disclosure?

First-Semester, First Year Students and Transfer Students: Make an appointment at Learning Plus, A 209, to meet with the Director to draft the Letter of Disclosure. The original will remain in the student's confidential file at Learning Plus. Copies of the Letter of Disclosure will be issued the day following the initial meeting. The student must then submit the copies of the Letter of Disclosure to professors.

Returning Students: Sign up for the desired number of copies of the Letter of Disclosure at the reception desk at Learning Plus, A 209, within the first 3 weeks of the semester. Documents will be available to be picked up by the student after NOON the day following the written request. Students then submit the Letters of Disclosure to each of their professors.

Students who disclose late in the semester should be aware that professors are not obligated to make retroactive changes to grades.

To see a sample Letter of Disclosure, click here.

Disability Disclosure, Accommodations and Services:
Differences Between Education Settings, K-12 v. Postsecondary

K-12:

Postsecondary:

Legal Foundation

- IDEA, Individuals with Disabilities Act: education based

- automatic access to education

Legal Foundation

- ADA and 504

- Americans with Disabilities Act & Section 504 of the Rehabilitation Act: civil rights based
- nondiscimination re: access

Responsibility for Identification & Disclosure

- Parent & School

- ADVOCACY by others

Responsibility for Identification & Disclosure

- Individual who has disability

- SELF-ADVOCACY

Provision of services

- Responsibility of school
- Extensive educational services and accommodations required: MANDATED COMPREHENSIVE PROGRAMS

Provision of services

- Responsibility of individual
- Educational services vary

- 3 LEVELS:

- minimal
- moderate*
- comprehensive

Accommodations

- Adjusted/modified curriculum
- Required courses changed/eliminated

Accommodations*

- Same curriculum as nondisabled students
- Required courses are REQUIRED

- NO WAIVERS for essential reqs.
- Some substitutions possible

* specific to University of Hartford degree programs

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Test Taking Procedures

Policy:

In order to qualify for test/exam accommodations at L+, the student must have appropriate documentation on file with the Director of L+. Test/exam accommodations are based on specific recommendations that are recorded in the documentation. Therefore, test/exam accommodations are made on a case-by-case basis. Some PROFESSORS are able and willing to provide test/exam accommodations in the classroom setting. For example, the professor may allow a student who is eligible for extended time to begin the test in the classroom prior to the standard start-time and/or to remain after the standard end-time. It is imperative that the student makes individual arrangements with each professor one week prior to each test/exam. Students may elect to NOT use accommodations for their tests.

Students are required to take tests/exams at the same time/date as their class. Occasionally, a scheduling conflict arises and if necessary, legitimate exceptions to the standard policy may be made.

Possible test/exam accommodations include, but are not limited to:

Extended time =

1 ½ x or 2x the standard amount of time. If the class receives 50 minutes to take the test, the extended time would be for 75-100 minutes. A two-hour FINAL EXAM is extended to four hours.

Unlimited time is NOT available.

A student who has requested extended time may leave the L+ site even if the extended time period has not expired. Please note: the student must remain at L+ until 5 minutes beyond the standard start-time for the test/exam.

Access to a word processor or a computer when appropriate.

L+ offers students the option of using an ALPHASMART, a self-contained, battery operated word processor. Students may reserve an ALPHASMART to use in the classroom or at L+. Responses entered on the ALPHASMART must be printed at L+. Neither floppy disks nor the Internet are accessible on an ALPHASMART. The device does have Microsoft word software.

Access to a calculator when appropriate.

A scribe who will write or type the student-generated response VERBATIM.

The scribe will not edit/revise a student-generated response. Scribes are able to record responses for scantron-type tests.

A reader who will read the test prompt and/or the student-generated response VERBATIM.

The reader will NOT clarify, reword or explain a test prompt.

Please note: The PROFESSOR may clarify/explain a test prompt at his/her discretion. Therefore, some students elect to take the test/exam with the rest of their class.

A test environment with minimal distractions.

The University is NOT able to offer a test environment that is completely distraction free.

Disposable earplugs are available to students who wish to take the test/exam in the classroom with the professor.

Procedures for Test/Exam Accommodations for Students, Faculty and L+ Staff

The STUDENT will:

Make a “reservation” at L+ to take a test one week prior to the scheduled test/exam date.

Pick up a GREEN Sheet (the written request for test/exam accommodations) at L+ one week prior to each test/exam.

Submit a completed GREEN sheet to the professor one week prior to the scheduled test/exam.

Negotiate/remind the professor of all eligible test/exam accommodations.

Follow the tenets of academic honesty.

Failure to do so will result in the forfeiture of any additional test/exam accommodations at L+.

Arrive on time to take the test.

The student may study/review for a few minutes before the exam, but must arrive early enough to begin the exam at the scheduled time

Leave personal belongings including jacket, book bag, pocket book, cell phone, beeper, personal listening device, textbooks and notebooks in the reception area.

Take the test in the assigned space. The door must remain open.

Submit any prewriting and/or calculations with the completed test/exam.

Remain in the room until the exam is completed.

If a student requires the use of the lavatory, a notation will be written on the exam.

Leave L+ as soon as the test is completed unless the “standard” test has not yet been administered. Once the student leaves the test site, the student forfeits access to the test. If a student completes the exam prior to the standard start-time for the rest of the class, then the student MUST remain at A209 until 5 minutes after the standard-start time.

Sign-out in the test/exam “reservation “ book when leaving L+ after completing the test/exam.

The PROFESSOR will:

Submit the completed GREEN Sheet with the test/exam and all related materials to L+ in a timely fashion.

Provide L+ with a phone number in the event that a problem arises during the test.

Retrieve the completed test/exam from L+ the following day.

The L+ STAFF MEMBER will:

Verify that the student has registered to take the test/exam at L+.

Direct the student to the assigned testing space, (eg. low-distraction area, computer station, etc.)

Provide the test/exam accommodations as agreed to by the professor and the student and recorded on the GREEN Sheet.

Record the time that the student begins and completes the test/exam.

Monitor the student who is taking the test/exam.

Serve as a Reader or Scribe if indicated on the GREEN Sheet.

As a READER: Read the test prompt/response VERBATIM; Do NOT explain, clarify or rephrase.

As a SCRIBE: Write/type the student’s response to the test prompt VERBATIM; Do NOT edit or revise a student-generated response.

Keep students @ L+ until the standard time for the examination period has begun; if a student completes the exam prior to the standard start-time for the rest of the class, then the student MUST remain at A209 until 5 minutes after the standard-start time.

Collect all completed test materials from the student and store them in the Director's office until retrieved by the professor.

Request the professor’s signature on the bottom of the Green Sheet when an exam is retrieved from L+; L+ keeps the Green Sheet for our records.

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For Faculty and Staff-
Advising Students who have Learning Disabilities (LD) and/or Attention Deficit Disorder (ADHD):
Scheduling Courses

For questions about L+ services, faculty and staff are encouraged to call Lynne Golden, Director at x4522.

Fast Facts about Learning Plus:

- The University of Hartford is federally mandated to provide services and accommodations to students who have documented disabilities (ADA and Section 504 of the Rehabilitation Act)
- 500+ current students have filed documentation at L+ that qualify them to receive accommodations and services at the University of Hartford
- Specific Learning Disability is the largest category of disabilities at the University of Hartford
- Attention Deficit Disorder is the second largest category of disabilities at the University of Hartford
- L+ is available to undergraduate and graduate students
- L+ is not a comprehensive program

Making Connections: The Initial Contact

- Suggested practice: Please use welcoming language to encourage students who have disabilities to self-disclose. (For example: "As I walk around the classroom, please let me know if you have a special concern about developing your schedule for this semester. Research indicates that a variety of needs including health issues, employment commitments, learning disabilities, attention deficit disorder, athletic/team responsibilities and physical disabilities should be taken into consideration in order to design a 'best-fit schedule.' We can develop a schedule that meets your specific needs.")

Recommend CRW Mini-courses for students who have disabilities (Hillyer students are not eligible for CRW Mini-courses). For more information, contact the Center for Reading and Writing at x4312.

Suggestions for Course Selection:

If:

Then:

The disability is language based

- Schedule a limited number of reading and writing intensive courses during the 1st semester

The disability requires medication

- Review time specific features of the medication. Some students who have ADHD require stimulants that in turn necessitate the use of sleeping pills. Therefore, advise course times which meet late morning or early afternoon v. early AM or late PM.

The disability involves processing speed

- Cushion each course with "open" time to complete note taking or to review notes/reading before class. Scheduling courses back-to-back is not advisable.

Features of the disability impact attention

- primarily inattention

- hyperactivity

- Recommend course meeting times of 50-70 minutes
- Schedule 2 or 3 courses per day
- Schedule courses during a limited time frame: either in the morning or in the afternoon v. spread across the entire day

- Recommend course meeting times of 50-70 minutes
- Schedule 2 or 3 courses per day
- Provide expansive breaks between courses
- Register for courses which meet multiple times per week

The disability involves processing speed

- Limit the number of reading and writing intensive courses
- Suggest using a note-taker service and/or textbook on tape. Contact L+ x4312, A 209.

Please encourage students to contact Learning Plus, A 209, x4312.

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Disability-Related Resources for Students/Faculty/Staff
at the University of Hartford

Resource:	Location:	Phone:
Learning Plus (L+) Attention Disabilities (ADD/ADHD); Learning Disabilities http://uhaweb.hartford.edu/LDsupport	A 209	x4312
Lynne Golden, Director	A 209A	x4522
Center for Reading and Writing (CRW) http://uhaweb.hartford.edu/CRW	A 209	x4312
Pat Morelli, Director	A 209B	x4139
Disability-Related Services: Services for the Deaf/Hearing Impaired Services for the Blind/Visually Impaired Psychiatric Disabilities Physical Disabilities Medical Disabilities Ellen Levasseur, Coordinator of Student Services Susan Fitzgerald, Assistant Vice President of Health & Wellness	GSU 307 GSU 307	x4260 x5129
Counseling and Personal Development (CPD) Lisa Wyatt, Director	GSU 313	x4482
Students Understanding the Needs of Others (SUN) (student organization re:disability issues), Susan Fitzgerald, Advisor	GSU 307	x5129
ADHD information	www.chadd.org www.ahead.org
L D information	www.ldonline.org www.ldantl.org<