Inside This Issue
Message from the LRC Director
Timely Matters: Recording for the Blind and Dyslexic
Coaching and Students with ADHD
Student Vibe: Jennifer Niemann, ‘11 /
A MESSAGE TO FACULTY AND STAFF
One of the most important things that we work on in the LRC with our students—in addition to skills and strategies—is their relationship to themselves.Many of our students have received so much well-intentioned support over the years that they have not always had thesame kinds of time and experiences as people without disabilities to develop a strong internalized sense of self-direction and self-reliance. About three years ago, the LRC started a pilot program called Academic Coaching for Empowerment (ACE). The program was well-received by students and had immediate return on investment for them and for the specialists who were supporting them.Coaching has become an international phenomenon used by people of all ages and from all walks of life. It is based on the belief that people actually dohave the answers to their own life questions within them, and for those individuals who have not had the practice, a "coach" can help them access those answers. Our academic coachingprogram believes that the best way to develop self-direction and self-reliance is to practice self-direction and self-reliance.As always, if you should have any questions, please feel free to contact me.
Sincerely,
Peter F. Love, MPH, PhD
DirectorLearningResourceCenter
MitchellCollege
860-701-5071
Timely Matters: recording for the blind & Dyslexic
For 60 years, Recording for the Blind & Dyslexic (RFB&D), a national nonprofit, volunteer organization, has been the leading producer of accessible educational materials for students with disabilities such as visual impairment or dyslexia that make reading standard print difficult or impossible. With titles available in every subject area and grade level from kindergarten through graduate studies, RFB&D’s digitally recorded textbooks are effective learning tools for students challenged by the printed page. -- (Since December 2006, MitchellCollege has had an Institutional Membership with Recording for the Blind & Dyslexic (RFB&D). Many textbooks and books are available on special order from the RFB&D website. MitchellCollege students with a documented disability may avail themselves of this service. However, because the ordering process takes some time, these students will need to contact faculty or department heads to obtain ISBNs for the following semester. Faculty members have the opportunity to facilitate the process by providing students with ISBNs upon request.
With pre-registration for fall just around the corner, faculty and advisors should be aware that many MitchellCollege students are users of RFB&D materials. If a student has a learning disability related to reading, advisors should discuss the reading requirements for courses. It is important for students with reading disabilities not to schedule many reading intensive courses in one semester. Advisors should also discuss the importance of obtaining textbook information,specifically ISBNs, from instructors so that texts can be ordered ahead of time. Planning early for alternate text formats is an important step in a student’s academic readiness and success for the next semester.
To ask questions or share your feedback, please contact Dr. Peter Love at 860-701-5071 or email him at
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Coaching and Students with ADHD
Since its inception, the LearningResourceCenter has opened its doors to students with attention deficit disorder (ADHD). Learning and Writing Specialists approached these students the same way they approach all students with diagnosed learning disabilities. However, many students with ADHD were not experiencing the same rate of success as non-ADHD students. Their attendance in the LRC was often not consistent and they were also missing class on a regular basis. Many were not studying for exams or completing assignments. In short, they were not on task. Some of these students were academically dismissed from the college. Others left voluntarily because they had not been successful. As ADHD became a more prevalent diagnosis, the LearningResourceCenteradmitted more of these students. In fall of 2002, half of the students admitted to the LRC had the diagnosis of ADHD. It was clear something different was needed.In the spring of 2003, eight members of the LearningResourceCenter formed an ADHD workgroup to research the effects of ADHD on college students and to explore the concept of coaching. Early into their research, the group discovered that ADHD students in higher ed institutions throughout the country were experiencing the same lack of success. Six years prior to the formation of the workgroup, the LRC staff had participated in a two day on-campus workshop offered by a professional coach. Half of the ADHD workgroup had participated in the workshop and had received coaching certificates. Those staff members shared their materials and knowledge with the group, and the workgroup continued to research the topic. By the end of the summer of 2003, the workgroup had
- Formulated a coaching model specific to Mitchell students.
- Hosted a get-together for current ADHD students to get their feedback.
- Presented a special orientation for ADHD students and their parents on ADHD and transitioning to college.
- Presented a similar overview to the rest of the LRC staff and academic advisors.
- Developed a relationship with Nancy Ratey, one of the founders of professional coaching.
- Hosted a professional development seminar with Karen Boutelle, who developed a coaching model and center for LandmarkCollege.
- Evaluate the effects of ADHD on his or her academic performance.
- Set daily short term goals.
- Assess the degree of completion of those goals.
- Reveal patterns of behavior.
- Replace ineffective behaviors with effective behaviors.
The coaching program has expanded since our pilot program of 2003-04. The ADHD Committee meets weekly to discuss coaching issues, work on assessment methods, and share new research in ADHD and coaching. In spring 2007 three members of the committee ran weekly training/information sessions for the entire LRC staff. Several committee members have attended conferences on ADHD, and some have participated in additional coaching training. The ADHD Committee also continues to hold get-togethers for ADHD students at least once a semester so that they may share their college experiences with one another. Coaching training for new staff members occurs each semester.
Coaching is a fascinating, complex process that offers hope to students who have struggled for years with a disorder that affects every aspect of their lives. It is not magic, and it does not work for everyone, but it is one more, much-needed, strategy for our students.