Comments on: March is Dyscalculia Awareness Month! http://www.addaptabilities.com/2010/03/14/march-is-dyscalculia-awareness-month/ Life with Adult Learning Disabilities Mon, 26 Sep 2011 21:24:29 +0000 http://wordpress.org/?v=2.9.1 hourly 1 By: what day is easter 2012 http://www.addaptabilities.com/2010/03/14/march-is-dyscalculia-awareness-month/comment-page-1/#comment-425 what day is easter 2012 Tue, 12 Jul 2011 13:42:06 +0000 http://www.addaptabilities.com/?p=473#comment-425 I always wind up forgetting some major essential vacations and miss out on family programs and also particular activities in town. I would like a better way to consider exactly what day time a celebration is actually. I always wind up forgetting some major essential vacations and miss out on family programs and also particular activities in town. I would like a better way to consider exactly what day time a celebration is actually.

]]> By: Susan Preiss http://www.addaptabilities.com/2010/03/14/march-is-dyscalculia-awareness-month/comment-page-1/#comment-419 Susan Preiss Tue, 19 Apr 2011 22:44:03 +0000 http://www.addaptabilities.com/?p=473#comment-419 In New York State it seems that an adult with dyscalculia is pretty much doomed; you don't stand a chance of getting a college degree. Each person involved with the process of diagnosing and accommodating the student denies that it is his or her responsibility to develop the accommodations needed by the student to successfully complete even the most basic of college math classes. I have experienced this scenario at The Sage Colleges. I went to VESID, a department within the New York State Department of Education that is meant to assist with the diagnosis of learning disabilities and the development of a plan of educational and employment action for the student. I was referred to a psychologist who diagnosed my learning disability. A copy of his report was forwarded to the head of the school's department for students with disabilities. I then provided my math instructor with the appropriate letters and attempted to discuss what accommodations I felt would help me in the class. I was refused all but the most basic of accommodations. The accommodations I was allowed were being able to have a calculator - which is not an accommodation because every student is allowed a calculator and being able to take tests in a separate, quiet room - which is also not an accommodation because classrooms are supposed to be quiet and without distractions during testing. In my attempts to acquire accommodations that I believe to be reasonable based on research pertaining to other colleges' and universities' accommodations for students with dyscalculia I was told by the diagnosing psychologist that it was not his responsibility to recommend these accommodations, I was told by the head of the school's Department for Students with Disabilities that it was not her responsibility to obtain accommodations, and I was told by my instructors that it was not their responsibility to develop and provide accommodations. Apparently, it is no one's responsibility to assist me. I have already re-registered for the math class I am currently enrolled in and failing for the fall term. I will give this one more try. Frankly, if appropriate action is not taken, I plan to sue the school for violating my rights under Section 504 of the Americans with Disabilities Act. Comments? In New York State it seems that an adult with dyscalculia is pretty much doomed; you don’t stand a chance of getting a college degree. Each person involved with the process of diagnosing and accommodating the student denies that it is his or her responsibility to develop the accommodations needed by the student to successfully complete even the most basic of college math classes.

I have experienced this scenario at The Sage Colleges. I went to VESID, a department within the New York State Department of Education that is meant to assist with the diagnosis of learning disabilities and the development of a plan of educational and employment action for the student. I was referred to a psychologist who diagnosed my learning disability. A copy of his report was forwarded to the head of the school’s department for students with disabilities. I then provided my math instructor with the appropriate letters and attempted to discuss what accommodations I felt would help me in the class. I was refused all but the most basic of accommodations.

The accommodations I was allowed were being able to have a calculator – which is not an accommodation because every student is allowed a calculator and being able to take tests in a separate, quiet room – which is also not an accommodation because classrooms are supposed to be quiet and without distractions during testing.

In my attempts to acquire accommodations that I believe to be reasonable based on research pertaining to other colleges’ and universities’ accommodations for students with dyscalculia I was told by the diagnosing psychologist that it was not his responsibility to recommend these accommodations, I was told by the head of the school’s Department for Students with Disabilities that it was not her responsibility to obtain accommodations, and I was told by my instructors that it was not their responsibility to develop and provide accommodations. Apparently, it is no one’s responsibility to assist me.

I have already re-registered for the math class I am currently enrolled in and failing for the fall term. I will give this one more try. Frankly, if appropriate action is not taken, I plan to sue the school for violating my rights under Section 504 of the Americans with Disabilities Act.

Comments?

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