More than 1,062 identified students with disabilities enrolled at the College during the fall 2006 semester - nearly 5 percent of the total credit enrollment and twice the number enrolled in fall 1991. Most of the students have learning disabilities (55 percent), followed by attention deficit/hyperactivity disorders, and psychiatric and physical disabilities. Some disabilities are readily visible; more frequently, they are not and may be difficult to identify. Students may also have multiple disabilities.

Characteristics, considerations, instructional strategies, and possible accommodations for different disabilities:

Brain injury may occur in many ways. Traumatic brain injury typically results from accidents; however, brain injury may also be caused by insufficient oxygen, stroke, poisoning, or infection. Brain injury is one of the fastest growing types of disabilities, especially in the age range of 15 to 28 years.

Characteristics (may include)

Highly individual; brain injuries can affect students very differently. Depending on the area(s) of the brain affected by the injury, a student may demonstrate difficulties with:

• Organizing thoughts, cause-effect relationships, and problem solving
• Processing information and word retrieval
• Generalizing and integrating skills
• Social interactions
• Memory
• Balance or coordination
• Communication and speech

Considerations and Instructional Strategies

• Brain injury can cause physical, cognitive, behavioral, and/or personality changes that affect the student in the short term or permanently.
• Recovery may be inconsistent. A student might take one step forward, two back, do nothing for a while and then unexpectedly make a series of gains.
• Effective teaching strategies include providing opportunities for a student to learn using visual, auditory and hands-on approaches.
• Ask the student if he or she will need assistance during an emergency evacuation and assist in making arrangements if necessary.

• Tape recorders and/or laptop computers
• Copies of classmate’s and/or instructor’s notes or overheads
• Extended time for exams
• Exams in a quiet, distraction-free environment
• Frequent breaks allowed during exam; exam given by page or by section
• Clear arrangement of test items on paper
• Calculator, spellchecker, thesaurus, reader, and/or scribe during exams
• Alternative form of exam, such as an oral test or an essay instead of multiple choice format
• Use of blank card or paper to assist in reading
• Extended time to complete assignments
• Taped texts and classroom materials
• Use of handouts and visual aids
• Extended time for in class assignments to correct spelling, punctuation, and/or grammar
• Word processor with spell check and/or voice output to provide auditory feedback
• Instructions or demonstrations presented in more than one way
• Concise oral instructions
• Syllabus provided before the start of the semester