The Learning to Achieve Legal Issues, Self-Disclosure, and Confidentiality for Adults with Learning Disabilities course asks users to consider:
- How might you improve or add to your intake process to better support self-disclosure by individuals with learning disabilities?
- How might you or your organization improve or add to what they currently do to support individuals with suspected learning disabilities to develop the skill of self-disclosure?
- How are the confidentiality procedures of your organization carried out? How might you improve, add to, or change them?
Comments
I believe the current system could be improved by training the intake staff to ask clear, appropriate questions during the intake process and then limiting the number of staff who has access to the information supplied.
Most of the time, students volunteer that they struggle with certain learning issues.
It's difficult to provide accomadations without documentation.
Most of the time, students volunteer that they struggle with certain learning issues.
It's difficult to provide accomadations without documentation.
Our intake forms already ask about disabilities and learning disabilities. We could provide a document to all students explaining the rights of people with disabilities. In our organization all student information is secured and can be accessed by authorized individuals only.
I have been with our program for a little over two years, but have twelve years prior teaching in K-12 SPED. I have noticed several ways to improve how our program supports students with LD starting with the intake process. Moving forward, I will incorporate the three questions recommended by this course when new students enroll to present the opportunity for self-disclosure.
I recently joined our program, but have a background in teaching K-12 SPED. During my time with our program, the majority of our students have been under the age of 21, and a high percentage of those students present having some form of LD. When I left the public school SPED setting, the SOP was not part of the students' transition process. Through this course, I learned about the SOP, and I feel it should be incorporated during the intake process for students enrolling within that age range. Unfortunately, I discovered early that our program staff and faculty were unfamiliar with offering reasonable accommodations to underage students whose parents disclosed the LD during intake. Awareness of those topics has been raised within our department, and the students in need of services are receiving the necessary support. After participating in this course, I realize that our program's confidentiality practices are lacking in the security of student files. In the future, written consent forms will be part of the intake process along with the elimination of access to student folders by unauthorized individuals.