Cooperation and Accommodation Strategies for Learning-disabled Students in Team-based Courses

Abstract

Introduction It's first day of new semester. A student brings you note requesting special accommodations for learning disability (LD) - extra time on tests and note taker are needed. Routine stuff. But what if you are teaching an advertising or public relations campaigns class and no tests are given? In case of campaigns course, bulk of student's grade is determined not by traditional criteria, but by team-designed final campaigns book, team assignments and peer evaluations. What are reasonable accommodations in this situation? What accommodations can faculty member provide? What kinds of accommodations can LD student expect? Does accommodation responsibility now fall to team to which student is assigned? The purpose of this research is to explore how university disability professionals can assist advertising or public relations campaigns teachers in accommodating LD student in team or group-based learning situation to foster cooperative environment among students and faculty. Many aspects of campaigns course may pose unique challenges for LD students (i.e., focus groups for research phase, client presentations, etc.); therefore, such information not only will enrich and facilitate classroom learning and prepare LD students for real-world team experiences, but also will help guide campaigns faculty build more effective teams and create stronger final product. This paper first reviews previous literature on learning disabilities, including current statistics, definitions and perspectives, and then examines campaigns classroom and expectations. Background. The Association on Higher Education and Disability (AHEAD)' defines term learning disability as a disorder which affects manner in which individuals with normal or above average intelligence take in, retain and express information. A person with learning disability may exhibit problems with reading, writing, oral expression, math, organization, study, attention and concentration and social skills.2 While increasing numbers of students with learning disabilities are entering college3 many of these disabilities are often hidden.4 The U.S. Department of Education5 estimates (1989) that approximately 3% of college students in United States have learning disability; however, some figures range as high as 11%. Indeed, between 1988 and 1998, fastest growing category of disability was learning disability; two of every five freshmen with disabilities report having learning disability.' College presents unique demands and adjustments for LD students. In many cases, students learn compensation strategies in elementary school from various sources and then receive no special services throughout high school. Frequently, however, these strategies prove to be inadequate when LD students encounter less structured atmosphere and increasing academic, organizational and time management demands of college.' Additionally, Stage 8 suggests that LD students are often reluctant to participate in classroom experiences that would display their disability to classmates. This presents serious problem in typical public relations or advertising curriculum. Accommodations. While Section 504 of Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990 identified and defined LD as handicapped condition that must be accommodated,9 faculty struggle with how to evaluate LD students' learning fairly. Surveys suggest that majority of faculty are willing to accommodate but weigh ethics of how to balance rights of LD students with academic integrity of course, program of study and institution. According to Scott, the core question for many faculty appears to be ethical issue of `how much is enough' in accommodating college students with LD. While some instructors do not believe it is their responsibility to change curriculum to accommodate LD students, many more are not sure how to alter assignments and course materials and still maintain fair and equitable standards. …