Guest post by Mary Alpaugh (ENG Faculty), Renee Smith (Library Faculty), and Dina Young (Disability Services)
Disability Resources and Services (DRS) at Glendale Community College (GCC) provides equity and access to students receiving ADA accommodations. Our DRS students represent a cross-categorical group with varying learning disabilities, attention deficit disorders, mental health issues, and other health impairments (OHI). To realize the goals of inclusivity and equity, reducing the impact of the impairment on learning is essential. DRS works to ensure that students receive the full extent of their ADA accommodations by working with our campus community to provide equal access to the entire educational experience. Below are a few webinars that may be helpful to improving the classroom experience for students who struggle.
Webinar #1: Student Anxiety & Its Negative Impact On Retention: Strategies To Support, Respond & Refer
In recent years, anxiety disorders have become more prevalent among our students. Many students with significant anxiety seek treatment from campus mental health practitioners, but it is becoming a more frequent occurrence that students disclose and seek support from non-clinical professionals on campus, including faculty, residential life staff and advisors. How should one respond when a student shares that s/he/they “have anxiety”? What do staff and faculty members need to understand about anxiety disorders and their treatment?
Webinar #2: Supporting Students With ADHD: Practical Strategies To Enhance Success
College students with attention and learning differences/disabilities are the largest and fastest-growing population of students with disabilities on college campuses. Despite having average to well above intelligence, students with these differences are often overlooked as an “at-risk” minority group in need of special attention. Additionally, they can encounter skeptical reactions from uninformed faculty and staff who lack knowledge and understanding of these serious, yet hidden disabilities. Research suggests that these students can graduate at the same rate as their undiagnosed peers if they have access to individual services and accommodations. Additionally, their academic success is enhanced when they have understanding professors and courses that are designed with these differences in mind. This workshop will share information about the neurobiological basis for these differences and what higher education professionals can do to increase the odds of their success in college.
If you are faculty or staff at Glendale Community College, you have access to these webinars through Go2Knowledge. Not sure how to access that? Contact the CTLE for assistance.
