CORE MATH COURSE SUBSTITUTION POLICY PROPOSAL WILL

Transcript:CORE MATH COURSE SUBSTITUTION POLICY PROPOSAL WILL:
CORE MATH COURSE SUBSTITUTION POLICY PROPOSAL WILL LINDSTROM Administrative Committee on Learning Disorders The Regents’ Center for Learning Disorders The University of Georgia 2/27/2014 1 REGENTS’ CENTERS FOR LEARNING DISORDERS 2/27/2014 2 MATH DISABILITY Specific learning disorder affecting acquisition of knowledge about numbers and calculation[1-3]. DSM-IV and DSM-5 Code 315.1 ICD-9 Code F81.2 ADA [4] and Title II Regulations [5] Not due to inadequate education, FL, low IQ [6] Must begin in the school-age years Persists into adulthood [6-8] For more information, see [1, 2, 7, 9 - 24] 2/27/2014 3 MATH DISABILITY 2/27/2014 4 PROBLEM BARRIER USG core math course: Learning Goal A2: Quantitative Outcomes Most with Math LD access accommodations and succeed with good effort. SEVERE MATH DISABILITIES Difficulty 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] 2/27/2014 5 PROPOSAL USG 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 6 WHY NEED SYSTEM-LEVEL POLICY? Ensure compliance with ADA and Section 504 of Rehabilitation Act Ensure consistency across system Ensure integrity of academic programs 2/27/2014 7 COMPLIANCE WITH LAW Are 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] 2/27/2014 8 COMPLIANCE WITH LAW Should 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