For convenience, the case studies are available as (.doc) downloads to assist you when answering the questions in the Sakai Discussion Forum.
Case Study - PriyaWho: Priya is a first-year student in your class who shared with you the ‘Memo to Faculty’ at the beginning of the semester. The memo does not identify a diagnosis, nor describe Priya’s disability. The accommodations are listed as follows:
Classroom:
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Testing:
The Scenario: Priya was absent from class the week before the mid-term exam, and she missed the mid-term. She gave you no notice prior that she would be absent. Three days after the mid-term, Priya appears in your office with a note from her physician. The note states that Priya has been in the hospital for the past two weeks. The note also contains a recommendation by the physician that Priya is to complete the remainder of her semester from home.
Priya asks for an opportunity to write the mid-term that she missed. Her note taker however, did not attend class while Priya was absent, so she does not have a complete set of notes to study from. The standard school policy is that the note taker is to appear for class and remain for 15 minutes. If the student does not arrive for class, the note taker may leave.
Accommodation Approach:
1. As Priya’s instructor, how would you respond to the following:
a. Her request to write the mid-term.
b. Her concern about her lack of notes.
c. Her request/her physician’s recommendation that she complete the remainder of her semester from home.
2. Identify some possible reasons why Priya has chosen not to disclose her diagnosis to you. List one or two advantages to self-disclosure in a post-secondary setting.
3. Based on the limited information you are given you assume the Priya is likely to have symptoms associated with difficulty in writing. What other accommodations could you implement in your course in order to reduce the importance of writing.
- Access to a computer for all written test and in-class assignments
- Extra time on tests and in-class assignments (up to): 1.5x
The Scenario: Priya was absent from class the week before the mid-term exam, and she missed the mid-term. She gave you no notice prior that she would be absent. Three days after the mid-term, Priya appears in your office with a note from her physician. The note states that Priya has been in the hospital for the past two weeks. The note also contains a recommendation by the physician that Priya is to complete the remainder of her semester from home.
Priya asks for an opportunity to write the mid-term that she missed. Her note taker however, did not attend class while Priya was absent, so she does not have a complete set of notes to study from. The standard school policy is that the note taker is to appear for class and remain for 15 minutes. If the student does not arrive for class, the note taker may leave.
Accommodation Approach:
1. As Priya’s instructor, how would you respond to the following:
a. Her request to write the mid-term.
b. Her concern about her lack of notes.
c. Her request/her physician’s recommendation that she complete the remainder of her semester from home.
2. Identify some possible reasons why Priya has chosen not to disclose her diagnosis to you. List one or two advantages to self-disclosure in a post-secondary setting.
3. Based on the limited information you are given you assume the Priya is likely to have symptoms associated with difficulty in writing. What other accommodations could you implement in your course in order to reduce the importance of writing.
Classroom:
Testing:
The Scenario: In this class the students examine the art of writing, using a wide range of works as models. The instructor will often verbally describe a model, and then ask students to spontaneously handwrite an in-class assignment using the model he described only moments ago.
Lina struggles with spontaneous assignments and she approaches to speak with you. She says that because of her disability she is unable to handwrite or type spontaneous pieces. She has trouble organizing her thoughts on paper. She states however, that she could submit any assignments next day, after having some time to understand the instruction. She also asks you whether you would be open to sharing in advance, any electronic material about the models you plan to discuss in class.
Accommodation Approach:
1. As Lina’s instructor, how would you respond to the following:
a. Her request to submit assignments next day?
b. Her request to receive electronic materials describing the models in advance of the class.
2. What dysgraphic symptoms do you think would prevent Lina from being unable to spontaneously handwrite/type in class assignments?
3. Identify some reasons for why Lina had chosen not to disclose that she is living with dysgraphia. What are advantages to self-disclosure at a post-secondary setting?
- Note taker
- Use of personal laptop computer
- Course materials in electronic format (i.e. handouts, etc).
Testing:
- Access to a computer for all written test and in-class assignments
- Extra time on tests and in-class assignments (up to): 2x (double time)
- Use of specialized software
The Scenario: In this class the students examine the art of writing, using a wide range of works as models. The instructor will often verbally describe a model, and then ask students to spontaneously handwrite an in-class assignment using the model he described only moments ago.
Lina struggles with spontaneous assignments and she approaches to speak with you. She says that because of her disability she is unable to handwrite or type spontaneous pieces. She has trouble organizing her thoughts on paper. She states however, that she could submit any assignments next day, after having some time to understand the instruction. She also asks you whether you would be open to sharing in advance, any electronic material about the models you plan to discuss in class.
Accommodation Approach:
1. As Lina’s instructor, how would you respond to the following:
a. Her request to submit assignments next day?
b. Her request to receive electronic materials describing the models in advance of the class.
2. What dysgraphic symptoms do you think would prevent Lina from being unable to spontaneously handwrite/type in class assignments?
3. Identify some reasons for why Lina had chosen not to disclose that she is living with dysgraphia. What are advantages to self-disclosure at a post-secondary setting?
Case Study - VicWho: You (Vic) work on Chad’s marketing team. Congrats, this is your first real job! You were hired about two months ago. The online portfolio you showed in the interview really wowed the interview panel and you are quite pleased to have a job on this team. The word on the street is that this company is quite successful due to how aggressive and confident the staff are. You get along with everyone. So far though, you seem to be experiencing challenges with the team meetings.
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- Chad seems to allow everyone to talk over each other with their ideas. You have a difficult time following all the ideas that get brainstormed. It is different than school, where everyone took turns to speak in class.
- Chad gives verbal assignments in the meetings. You take notes, however just like in school, you can barely read your own writing. Chad does not seem overly impressed with the work you submit. He has said more than once: ‘You are missing pieces that we talked about in the meeting.’
One day after work, Vic was informed by his wife, Nelle, that it has been established by the school and doctor, that their son, Gabe, has a learning disability. Gabe has trouble forming letter shapes, and his work is all over the page. Vic has noticed that Gabe grips his pencil really awkwardly as well, however thought nothing of it. Vic’s wife was also told that it has been noticed that Gabe gets tired easily in class.
Nelle takes charge and learns about dysgraphia and how to help her son. She has read a lot of information about dysgraphia and shares everything with Vic. After listening, Vic begins to wonder whether he has a learning disability. He reflects back on his school days and he just figured that his issues were normal; for example that he had challenges listening and writing at the same time, and writing clearly so that others could read his writing. Vic shares his feelings with Nelle, and his concerns about work. He does not know what to do. He is concerned about not passing the probation period at work. Nelle says to Vic that he should tell his HR department, that he is protected by law, and that his boss should be more accommodating.
Accommodation Approach:
- How do you think Vic should handle this?
- List some options that Vic could implement himself, or ask for.
- For a moment, pretend you work in the Human Resources department. Indicate one or two ways that you could increase the awareness to your management team about learning disabilities in general, and specifically what kind of tools or assistive devices could be supplied to employees who disclose they have a learning disability pertaining to writing.