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E-Mentors In the fall of 2006, ODS launched the E-Mentors Program in which incoming students with disabilities are matched with current students with disabilities for informal/online networking and support. Disability categories for E-Mentors include: ADD/ADHD, chronic medical conditions, hearing impairments, learning disabilities (LD), mobility impairments, psychiatric disabilities and visual impairments. All students who have self-identified a disability (either in the admissions process and/or via the ODS Needs Assessment Form included in the Barnard online matriculationpacket) will receive a *Welcome to Barnard* letter during the summer prior to their matriculation—and they will be given the name and email address of an E-Mentor with a similar disability. Incoming students may then choose to contact their E-Mentor re: any questions they may have prior to their arrival on campus. In order to respect the confidentiality of our new students, ODS *does not* provide our E-Mentors with the names of any of our new self-identified students with disabilities. If you would like to participate in the E-Mentors Program—either as a mentor or a mentee (recipient of an E-Mentor), please fill out this form. If you have any problems with the form, send an email to Susan Quinby, Director of Disabilty Services @ squinby@barnard.edu. We welcome your interest, involvement and participation.
Disability Self-ID Statements
All students with disabilities who are registered with ODS are expected to self-identify to their professors during the first two weeks of each semester. The templates below will provide you with some ideas in developing your own statement:
1. I have a seizure disorder
You will know I am having a seizure when:
What should you do when I have a
seizure: I will fall, so it is best if I am lying down on the floor where I can't fall any lower.
If possible, lie me down on the floor. Clear away chairs or anything that I could hit with my flailing arms/body. You do not need to insert anything in my mouth. Not even a wooden spoon. I promise I
will not swallow my tongue. The seizure should only last for 1-3 minutes, possibly less. You do not need to call an
ambulance or CAVA unless the seizure lasts for 4-5 minutes or more. After the seizure: Call the disability office. Hopefully, someone from there will come and get me. Or, call
my emergency contacts (above), and ask if they can come pick me up. During the seizure, I will lose consciousness. When the seizure is over and I regain
consciousness, I will be very confused. I will not remember the seizure, where I am, who I am, who you are, etc. It will help if
you tell me that I have just had a seizure, and where I am. (I will also not know my phone
number, where I live, etc.) Just tell me what's going on simply. It would be especially
nice if you tell me that "everything's going to be OK." I may be unable to talk or move at first. If this is the case, I should be able to talk
and move within 10-20 minutes. Most likely, after a few minutes, I will be able to stand up and walk with help. If
someone is willing, a student can take me outside of the classroom to wait for whoever can
come to get me. It is best if someone stays with me. (I will not be completely with
it/conscious. I have been known to wander around, climb stairs, walk into other buildings
or the street, etc. after seizures.) If no one is available to pick me up, then you can call CAVA or security or an ambulance
(not all three). Otherwise, please do not call CAVA or an ambulance. 2. I have a hearing impairment
Things to know about
my disability: If you have notes that I could make a
copy of, it would be very helpful; because I read lips, I miss
everything that is said when I am not looking. Please do not call on me in class
(especially when I am taking notes); because of my disability I
often get lost in oral conversation with more than one person,
and I get really embarrassed if I did not hear what was said or
asked. If there is a participation requirement for the
class, it would be wonderful if I could meet with you one-on-one
outside of class. I do not always spell correctly (I
cannot tell the difference between the sounds of similar
letters), but I have a plan: All of my papers will be proofread;
for exams, professors often have me take the exam home, type it,
and e-mail it back, or I could read it to you. I read lips, and I can not if your
mouth is covered or you are facing a wall/board. I have extended time on exams: time +
1.5. Sometimes if I get sick fluid builds up
in my ear canal, and I can hear almost nothing. If this
happens, I will let you know. I recognize my speech is very good,
because of many years of speech therapy, and it is easy to
forget I am hearing impaired. Myths: I am mean, rude, or ignoring you
intentionally. I am dumb. I am trying to make my professors' jobs
more difficult. Some additional information: Devices I have used in past classes and
may at some point use in your class: remote captioning (CART), note
takers, seat reserves, FM systems, and hearing aids. Aids I may try in the future: a hearing
dog to alert me to alarms (because I can't hear fire alarms) and
when people say my name the dog will nudge me to get my attention. Goals: to become a lawyer and help
children with disabilities get their accommodations in schools. Captions on TV and in films are very
helpful. I am very open about my disability and am
happy to answer any questions. Thank you for signing my TAF form and for
your understanding.
Living with Chronic Illness
Based on student
interest and scheduling, the "Living with Chronic Illness Group" meets
on a weekly basis in the Furman Counseling Center. There was no group in FA '07
or SP '08, but if
interested for 2008-2009, contact
Susan Quinby in ODS.
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