Albert Einstein had Dyslexia:

Students with Disabilities in the Honors Program

Doreen Arcus

Proposal submitted

to the Annual Conference

of the National Collegiate Honors Council

November 2007

Denver

 

                                                                                                                                                                                                                                               

 

Abstract

 

Learning differently does not mean learning less.  This session explores ways in which honors educators can embrace principles of universal design and diversified instruction to transform the culture of our classrooms and yield benefit for all students including those with sensory, motor, learning, and psychological disabilities.

 

                                                                                                                                                                                                                                               

 

 

 

Summary

 

Albert Einstein is believed to have been dyslexic. Would he have been welcomed into your honors program?

 

Since 1990 the ADA has prohibited discriminatory practices in higher education.  Understanding what this means for the university community requires understanding the challenges that face students with sensory, motor, learning, and psychological disabilities.  Understanding what this means for the honors program requires understanding that learning differently does not mean learning less.  Understanding what this means for teaching methods means understanding how the principles of universal design and diversified instruction can transform the culture of our classrooms for the benefit of all.

 

Why now? The National Longitudinal Transition Study found that college attendance among students with disabilities increased from 15% to 32%  between 1987 and 2003, but only 5% for students without disabilities.  Post-secondary transitional planning for high school students with disabilities has been mandated by federal law since 1997. School districts did not meet the mandate immediately but have improved slowly. As they continue to do so, more and more students with disabilities will seek their place in higher education. 

                                                                                                         

This session addresses the nature of disabilities, their impacts on students, the obligations of educators, and the promise of appropriate pedagogy.