TRAINING SCHEDULE


(As noted on your “packing list,” participants will be asked to fill out a survey which will ask for information that will help frame the week. Enlistees will be asked to submit a job description, mission statements, existing policies and procedures organizational chart/information, and more. One set of materials will be submitted in advance, and a duplicate set should be brought to Boot Camp. Materials are to be submitted by Monday, May 5.)


Day #1:

I. Introduction
  • Overview of the group's stated needs
II. Defining roles

III. What is in place?

IV. What should be in place?

  • Group Activity: This session could either be titled, “The Grass is Always Greener” or “You are Not Alone.” It will provide an opportunity for participants to determine what others have in place that you don’t – and vice versa!
V. Legal issues (statutes, policies, differences in laws)

VI. Scenarios – from legal principles to practice

VII. Information about disabilities

  • Facts
  • Nuances
  • What diagnoses are based on (or should be)
  • Resources
Day #1 Homework Assignment:
This will be a web-based assignment. Participants will be provided with a list of institutional websites and a list of policies and procedures. They will be asked to review university wide policies and office policies

Day #2:

I. Policies and Procedures at an institutional level
  • Comprehensive list
  • Templates for developing your own policiest
  • Report on homeworkt
  • Group project – In small groups, review/troubleshoot sample policies to identify strengths and potential problemst
II. Accommodations – Define/Detail/Determine
  • Setting up accommodationst
  • Internal policies and procedures (notetakers, no-shows, forms)t
  • Group activity: Working in pairs, examine accommodations that are used most frequently. Identify the accommodation, what it is used for, and how it might be abused or misused.
EVENING: Special Session
Being prescriptive with documentation (Bring a case to work on in a group)

Day #2 Homework Assignment:
Using the work sheet provided, define the role of your office on campus, who you serve, and how services are organized.

Day #3:

I. Review homework: Where do you fit in on campus?
II. Identifying resources/allies/stumbling blocks on campus
III. Issues to consider:
  • Access to an education
  • Assistive technology
  • Organization of your office
  • Physical plant
  • Campus climate
  • Signage
IV. Group work: Identify specific issues/problems on your campus
V. How do you know what you need?
VI. Academic Access
  • Working with faculty
  • Universal design
  • Instructional strategies
  • Designing a faculty handbook
EVENING: Special Session
CASE LAW – A review of both the most notable and notorious case law impacting on 504/ADA enforcement in higher education.

Day #3 Homework Assignment:
Using work sheets provided, develop your own plan of action for your return to campus, including actions, timelines, necessary resources to muster.

Day #4:

A DAY OF CONCURRENT SESSIONS; Design your own day with the following options

Session 1:
  • Putting together an alternative media lab
  • ADA Responsibilities
  • Deafness 101
Session 2:
  • Blindness 101
  • Evaluating your program
  • Working with students with psychiatric issues, Aspergers, ADD
Session 3:
  • Putting together an alternative media lab
  • ADA Responsibilities
  • Deafness 101
Session 4:
  • Blindness 101
  • Evaluating your program
  • Working with students with psychiatric issues, Aspergers, ADD
DURING DAY 4, participants will have an individual consultation with their faculty mentors to discuss their homework assignment (Plan of Action), get input/suggestions, and create a follow-up plan.