Exemplary Practice Guidelines for Advising Students with Disabilities

Narratives are being requested for possible inclusion in the upcoming second edition of the monograph Advising Students with Disabilities as Exemplary Practices (EP) that focus on best practices connected to academic advising of students with disabilities. The intent is to identify academic advisement centers, disability services, academic curriculum departments, academic support services, technology centers, diversity coordinators and other areas that best demonstrate the intersection between academic advisement of students with disabilities within higher education. A section of the monograph will present narratives of the centers selected and is intended to provide readers with exemplary practices that best profile how disabled students have been integrated into the centers mission and vision through an inclusive, progressive, and universally accessible and accommodating approach. Professionals associated with both academic advising and disability service centers are particularly encouraged to submit narratives of their work and accomplishments for publication consideration in the 2009 monograph on Advising Students with Disabilities.

Please note:  Exemplary Practice nominations may include up to three documents (total of no more than 6 pages) of supplemental documents that help explain the program.  These can include such things as intake forms, students planning documents, or assessment reports.  Submit these supplemental documents as attachments along with the narrative. 

Narratives are due no later than June 15, 2008. Exemplary Practice directors will be notified if their program will be included by August 1. E-mail questions and completed narratives to miller@ksu.edu at your earliest convenience.

Chapters will include:

• Legal and ethical concerns related to advising disabled students, including HIPA and FERPA distinctions
• Transition from K-12 to post-secondary
• Career advisement of students with disabilities: assisting with appropriate majors, minors and internship placements
• Advising students with psychological disabilities (including Aspergers)
• Non-traditional students such as Veterans with psychological (PTS) disabilities
• UD in advisement and curriculum (including technology)
• Multicultural identities (i.e. sexual orientation, race, gender etc.) and disabilities: intersection of multiple perspectives
• Reasonable course substitutions, classroom variations etc. (with focus on Learning Disabilities)
• Intrusive advisement: Peer advisors and academic coaches: How to provide with limited resources
• Students with Intellectual disabilities and the question of “otherwise qualified” (ex: Princeton with Down Syndrome program).