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Information for about Support Services for people with Dyslexia at University of Cincinnati

August 25, 2011 in Information About Support Services for people with Dyslexia

As part of the ongoing discussion inside of Dyslexic in America, we have dedicated a special section to colleges and university with Strong support Services for people with dyslexia and other disabilities. I have sent out a request for information from each of the institutions we have begun two explore; I will be posting the responses from each individual institution as they come in.

Questions

 

  1. Contact information for student support services or institutional specialists trained in the area of dyslexia?

 

NOTE:  Please view our website for contact and address information: http://www.uc.edu/aess/disability.html

 

 

  1. Number of students admitted to college or university every year?
  1. Academic year 2005 to 2006   16035
  2. Academic year 2006 to 2007   16085
  3. Academic year 2007 to 2008    17344
  4. Academic year 2008 to 2009    17949
  5. Academic year 2009 to 2010   20363
  6. Academic year 2010 to 2011  19985

 

 

  1. Number of students admitted to college or university with dyslexia ?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE: Students with disabilities are not admitted to the University of Cincinnati with any classification of disability i.e., dyslexic, visually impaired or other. Students are admitted solely on academic merit.  Once a student enrolls, we will offer accommodations specifically to accommodate the impact of the disability within the academic setting.

 

  1. List the top five programs for all students at college or university?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE: The University of Cincinnati is comprised of 12 individual colleagues (along with 2 Branch colleges, UC Blue Ash and Clermont College) that are specific to an area of study i.e., College of Engineering and Applied Science (COEAS), College of Education, Criminal Justice and Education (CECH), College of Law (CoL), College of Medicine (CoM) etc. Within each college are individualized programs or majors such as Mechanical Engineering (COEAS), Civil Engineering (COEAS), Special Education (CECH) etc. For a better understanding of each college and the top programs within each, I would suggest reviewing the following website for specific program information:  http://www.uc.edu/provost/colleges.html

 

  1. List the top five programs for all students with dyslexia?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE:  Students with disabilities are included within the entire student population. They are not counted separately within any academic programs or college.

 

  1. List your overall retention rate for all students?
  1. Academic year 2005 to 2006 80%
  2. Academic year 2006 to 2007 82%
  3. Academic year 2008 to 2009 84.6%
  4. Academic year 2009 to 2010 84.5
  5. Academic year 2010 to 2011 86%

 

 

  1. List your overall retention rate for students with dyslexia?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE:  Students with disabilities are included within the entire student population. They are not counted separately from the percentages listed in #6.

 

  1. Percentage of students that graduate within five years?
  1. academic year 2000 to 2001 (Unknown)
  2. academic year 2001 to 2002 44.7%
  3. Academic year 2002 to 2003 39.8%
  4. academic year 2003 to 2004 40.3%
  5. academic year 2004 to 2005 40.7%

 

  1. Percentage of students with dyslexia that graduate within five years?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE: Students with disabilities are included within the entire student population. They are not counted separately from the percentages listed in #8.

 

  1. Number of trained or certified staff assisting with learning disabilities?
  1. Academic year 2005 to 2006
  2. Academic year 2006 to 2007
  3. Academic year 2008 to 2009
  4. Academic year 2009 to 2010
  5. Academic year 2010 to 2011

 

NOTE: Staff within the Office of Disability Services have relevant certifications to assist, advise and accommodate students with disabilities. Degrees range from Bachelor to Doctorate.

 

  1. Please list the methods of remediation? The purpose of Disability Services is to provide reasonable accommodations for students with disabilities. Accommodations include, but not limited to: Extended time on exam, providing a quiet environment in which to complete an exam, a student reader during exams, textbooks in alternative format (Books on CD or MP3 format), etc.

 

  1. Please list technology resources? The Office of Disability Services is able to provide technology specific to a student’s disability related needs i.e., Zoomtex or JAWS for students whom are visually impaired, Kurzweil for students with learning disabilities or dyslexia, Victor Vibe to play audio textbooks from Learning Ally, formally RFB and D.

 

  1. Statement about your institution and the philosophy’s that you follow, to ensure support services for students with disabilities? To view our philosophy, please view the following website link: http://www.uc.edu/aess/disability.html

 

  1. Date and time lines for admissions and other criteria documentation needed for assistance I.E. (IEP, psychology reports etc).? Due to our institutions open enrollment, students can apply for admission at any time. Once a student enrolls, receives confirmation of their admission and confirms their admission to the University, they are eligible for accommodations from our office. Documentation which we use to determine eligibility can be in the form of an IEP, psychological report, psycho-education evaluation or other relevant documentation from a professional qualified to make a diagnosis of dyslexia. It is our hope that documentation will contain the following: 1) A diagnosis, 2) How the disability manifests or impacts the students within the academic setting and 3) Appropriate and reasonable accommodations which would lessen the impact of the disability within the academic setting

 

  1. Any links, photographs and information that you would wish for me to share with followers?

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