CORE MATH COURSE SUBSTITUTION - PowerPoint Presentation

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CORE MATH COURSE SUBSTITUTIONPOLICY PROPOSAL

WILL LINDSTROMAdministrative Committee on Learning Disorders The Regents’ Center for Learning DisordersThe University of Georgia

2/27/2014

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REGENTS’ CENTERS FOR LEARNING DISORDERS

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MATH DISABILITYSpecific

learning disorder affecting acquisition of knowledge about numbers and calculation[1-3].DSM-IV and DSM-5 Code 315.1ICD-9 Code F81.2ADA [4] and Title II Regulations [5]Not due to inadequate education, FL, low IQ [6]Must begin in the school-age yearsP

ersists into adulthood [6-8]For more information, see [1, 2, 7, 9 - 24]

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MATH DISABILITY

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PROBLEMBARRIER

USG core math course: Learning Goal A2: Quantitative OutcomesMost with Math LD access accommodations and succeed with good effort.SEVERE MATH DISABILITIESDifficulty despite accommodations and good faith effort.Can prevent otherwise qualified student from graduating college.

College math recognized as a gatekeeper for earning a degree. [10]

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PROPOSALUSG will establish a standard policy/procedure regarding core math course substitution requests

.who has a qualifying disability, who determines if the core math course is essential to the program of study, and who determines the appropriate course to substitute.Not to force institutions to grant substitutions in all cases, but to have steps in place that institutions that decide to grant substitutions will follow. 2/27/2014

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WHY NEED SYSTEM-LEVEL POLICY?Ensure compliance with ADA and Section 504 of Rehabilitation Act

Ensure consistency across systemEnsure integrity of academic programs2/27/20147

COMPLIANCE WITH LAWAre course substitutions an appropriate accommodation?

“No qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of public services, programs, or activities” [5]“Qualified individual with a disability" means an individual who, with or without reasonable modifications to rules, policies, or practices, … or provision of auxiliary aids and services, meets the essential eligibility requirements. [4]“A recipient (institution) … shall make such modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate … against a qualified disabled student. [40]“Modifications may include

… substitution of specific courses required for the completion of degree requirements...” [40, see 36]

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COMPLIANCE WITH LAWShould all institutions have to grant math core substitutions

?Institutions can require individuals with disabilities to meet legitimate standards that are rationally related to the stated goals and purposes of a program. [25, 41, see 42 and 43]“Academic requirements the recipient (institution) can demonstrate are essential to the program of instruction … will not be regarded as discriminatory.” [40, see 35]Categorical exclusions and blanket policies are suspect because they conflict with the mandate to conduct an individualized inquiry. [41]An individualized inquiry must be conducted and the institution must be able to demonstrate that the ultimate decision was the product of rational, professional judgment. [41]

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CONSISTENCY ACROSS SYSTEMIn the USG, some allow core math substitutions (e.g., UGA, GCSU, MGSC

)Other do not.Some probably haven’t had to consider it.Want to have: A consistent process.Reciprocity for transfers.2/27/201410

INTEGRITY OF PROGRAMSChallenges of disability determination:Training

Diagnosing for dollars [27]We all could have a diagnosis.Diagnosis is not equivalent to disability.Simulation [28-34]Advocacy RCLDs established to ensure accurate disability determinationsProtect the integrity of the systemMaintain rigor2/27/2014

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PROPOSED PROCESSThree fundamental questions

:Does the student have a qualifying disability?Is math an essential element of the student’s major/program of study? What would be an appropriate substitution given the student’s major program of study?2/27/201412

PROPOSED PROCESSSubmit documentation to Disability

Services a formal request documentation that entitles them to ADA protection and meets USG Board of Regents guidelinessecondary and post-secondary transcriptsReport from math professors suggesting good faith effortRecords of tutoring [37, 38]2/27/201413

PROPOSED PROCESSDoes the student have a qualifying disability? Is

the disability adequately documented? Is there a clear history of difficulties?Is the student substantially limited compared to most people in the general population? Can we rule out other explanations (suboptimal effort?)?Tried math with accommodations? Tried math with tutoring? Good faith effort in math classes? [39]Who? Directors of the RCLDs

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PROPOSED PROCESSIs math an essential element of program of study?

Would substituting the math course fundamentally alter the objectives of the major program of study? Who? Committee at the institutional level: disability service provider,major area advisor,major area department chair, and representatives from math faculty. 2/27/2014

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PROPOSED PROCESSWhat would be an appropriate substitution?

Require course that would meet comparable quantitative learning outcomes (e.g., critical thinking, reasoning, …)UGA, MATH 1060 Mathematics of Decision MakingUWG, Math 1001 Quantitative Skills and ReasoningPerhaps have a # of courses to choose from (University System of FL)NO WAIVERSWho? Committee at the institutional level: Disability Service Provider,

major area advisor, major area department

chair,

and

representatives from math faculty.

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SEVERE MATH LD IS RARERare in our system

 Approximately 6200 students with LD (6200/310,000; 2%).Math LD in only 1-6% of those with LDs [26]Let’s say that 20% of LD impacts math – 124045% have LD that impacts math reasoning skills – 558Bottom 25% severe enough to warrant a

course sub – 139.5Approximately 140 students of

310,000

USG students would

be eligible.

4.5 individuals per institution.

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CONSISTENT WITH OTHER ESTIMATES

If allow, # per yearIf don’t allow, estimate # per yearMGSC<5GCSU

None in past 3 yrs

UGA

3-5

GA

Perimeter

5

GRU

1-2

Dalton State

<2

GGC

<2

FVSU

4-6

VSU

<1

Clemson

3-10

Montana

State

3

UT Dallas

1

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POSTED/REPORTED MATH SUBSTITUTION POLICY [44 or web]

University of AlabamaUniversity of AlaskaUniversity of ArizonaUniversity of ArkansasUniversity of California – LAUniversity of ConnecticutUniversity of DelawareUniversity of FloridaUniversity of GeorgiaUniversity of IdahoUniversity of Illinois at UCUniversity of KansasUniversity of Kentucky

University of MaineUniversity of MarylandUniversity of MissouriUniversity of North CarolinaOhio State

University of Tennessee

University of Utah

University of

Wyoming…

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SUMMARYMath

LD is a recognized disabling conditionCan prohibit retention/graduation [10]A system-wide process can provide a protective mechanism.A rigorous substitution process can maintain integrity.Eligibility determined by a panel of experts. Institution-level committee

determines if math is essential.Substitute a course/s with comparable outcomes

.

These students are

rare.

I

mpact

a small

# of students,

but

impact

them significantly.

Consistent

with the

Complete

College

Georgia

initiative

.

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Will Lindstrom, Ph.D.Director

Regents’ Center for Learning DisordersUniversity of Georgiawlindstr@uga.edu706-542-45892/27/201421