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Hot Topics

 

Hot Topics

This page provides a listing of hot topics that we are covering from the field. Within each topic area, you will find links to more extensive information. Be sure to check back with us on this page, as we will be updating as new topics arise.

  • NAD v. MIT Consent Decree Announced February 18, 2020
    • In a press release dated February 18, 2020, the National Association of the Deaf announced the NAD v. MIT settlement, calling it "a landmark settlement with the Massachusetts Institute of Technology (MIT) that institutes a series of new guidelines to make the university’s website and online resources accessible for people who are deaf and hard of hearing. The settlement follows a similar agreement with Harvard University in November 2019, which together represent the most comprehensive set of online accessibility requirements in higher education and provide a new model for ensuring worldwide online and digital accessibility in academia and business for people who are deaf and hard of hearing."
    • The Civil Rights Education and Enforcement Center has also posted a press release (introducing the MIT settlement) that includes a direct link to the NAD v. MIT Consent Decree.
       
  • NAD v. Harvard University Consent Decree Announced Nov. 27, 2019
    • In a press release dated November 27, 2019, the National Association of the Deaf announced the settlement, which states: "The settlement represents the most comprehensive set of online accessibility requirements in higher education and ensures for the first time that Harvard will provide high-quality captioning services for online content."
    • The Civil Rights Education and Enforcement Center has also posted a press release that includes a direct link to the NAD v. Harvard Consent Decree
       
  • Paul Grossman, J.D. Update to the Law of Disability Discrimination for Higher Education Professionals
    • In the past, access to the annual updates to The Law of Disability Discrimination for Higher Education Professionals has been limited to those individuals who enroll in training opportunities available through AHEAD and its affiliates or individuals who have purchased Colker and Grossman, The Law of Disability DiscriminationEighth Edition, Carolina Academic Press.  This year is different.  With many of us using our time at home to update our professional skills, Paul Grossman thought it best to make this year’s higher education law update available free of charge to all DSS/DSPS professionals, post-secondary faculty and administrators, as well as all post-secondary students. Accordingly, Paul consents to sharing and republishing this year’s update for the benefit of any of the aforementioned individuals. If any individual cannot access any part of these materials with commonly available adaptive technology, they are welcome to contact Paul directly for any necessary assistance.  paulgrossman@comcast.net  ​​​
       
  • Paul Grossman, J.D., Presentation on Determining QID/QSD: A Paradigm and a Process, sponsored by CCCCO
    • On November 5, 2019, the following presentation regarding Qualified Individual with a Disability/Qualified Student with a Disability was conducted via webinar on behalf of the California Community Colleges Chancellor's Office. The presentation is available in accessible Word document format. The author, Paul Grossman, J.D., P.A., has agreed to share this support material with the proviso that it is for individual use and may not be recirculated or posted online. (See Use and Permissions on page 3 of the document.)
  • DSPS P1 Funding Summaries
  • LD Testing During the Pandemic, Sept., 2020
    • Statement from the CCCCO Learning Disability Trainers, 9/21/2020

      For now, we are still not conducting any remote testing (no testing over Zoom, no testing over the phone, etc.). It’s our understanding some campuses are allowing faculty to return to campus with proper safety precautions in place. IF campuses have appropriate safety measures in place, IF the LD Specialist is comfortable returning to campus to meet with a student with the safety precautions, and IF the student is comfortable testing with those added precautions, a hybrid model of testing utilizing Q-Interactive or electronic stimulus materials and face-to-face methods (all completed within same physical location) would be the best option. The intake screening and results appointments can still be conducted via Zoom to minimize in-person contact. If looking into returning to campus to complete portions of the testing in-person with a student, it’s imperative the student is prepped for what those testing sessions will be like (use of masks, plexiglass, physical distancing, cleaning of materials, use of iPads or electronic stimulus). It’s also vital for the LD Specialist to have several test runs prior to working with the student to ensure the Specialist if familiar with the process and is comfortable with this hybrid format.

      We want to be cautious with this as the added safety precautions may heighten anxiety of the student once they enter the room for testing. Although hybrid testing within the same physical location may be utilized in rare and specific situations, I’d still encourage use of temporary accommodations as our primary course of action for LD for now. Ideas for testing once we return to campus are being drafted and will be sent out.

      Your expertise in learning disabilities may be utilized in a variety of other ways while we are working in remote environments. LD Specialists may continue reviewing prior documentation such as IEPs, 504 plans, psychological reports and in an interactive interview with the student; determining temporary accommodations for LD; providing online training to faculty on how to work with students with LD in an online environment; supporting students with study skills, time management, or improving executive functioning skills; connecting with tutors on how to support students with disabilities in tutoring sessions; etc.

      Please see link to:  

       LD Specialist Roles and Best Practices During COVID-19