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Winter/Spring 2001 UCLA
UCLA Office for Students with Disabilities
INSIDE THIS ISSUE
I can’t believe we are well into the Winter quarter. It seems as though I was, for the first time, meeting many of you who attended our New Student Orientation. I hope Fall quarter was successful for you. Many quarters are successful for students because they make arrangements for accommodations early. Be sure to make an appointment with an OSD staff member early as you can every quarter. It could make a big difference.
In the Fall issue of New Horizons (Fall 2000 Kathy's Korner), I announced that Ariel Smith, our Resource Room Assistant was leaving to attend school full time and that we would be announcing a new Assistant soon. It gives me great pleasure to announce that as of late September, 2000 Robert Ono joined our staff as OSD Resource Room Assistant. He is doing a great job in our very busy Proctor Service area. Many of you have already met Robert, if you received proctoring services during Fall quarter. If not, stop by 181 Powell Library and introduce yourself.
On another note, I would like to tell you about a relatively new State law. Assembly Bill 422 (AB 422) was signed by Governor Davis and went into effect on January 1, 2000.
"This bill would require every individual, firm, partnership or corporation publishing or manufacturing printed materials, as defined, for students attending the University of California, the California State University or a California Community College to provide to the university, college or particular campus of the university or college, for use by students at no additional cost and in a timely manner, any printed instructional material in unencrypted electronic form upon the receipt of a written request, provided that the university or college complies with certain conditions."
Further, "This bill would require that the computer files or electronic versions of printed instructional material maintain their structural integrity, as defined, be compatible with commonly used Braille translation and speech synthesis software, and include corrections and revisions as may be necessary."
In addition, "This bill would also require an individual, firm, partnership or corporation that publishes or manufactures nonprinted instructional materials for students attending the University of California, the California State University, or a Community College to provide computer files or other electronic versions of the nonprinted instructional materials for use by students, subject to the same conditions for printed instructional materials, when technology is available to convert these nonprinted instructional materials to a format that maintains the structural integrity of the nonprinted instructional material that is compatible with Braille translation and speech synthesis software."
"This bill would provide that willful failure to comply with these requirements would be subject to sanctions under the law relating to full and equal access of disabled persons to public accommodations."
The implementation of this bill has been slow, mainly because many publishers are unaware that it exits. Currently, there is a push by the author of AB 422, Assembly Member Darrel Steinberg along with individuals from the UCs, CSUs and community colleges to address this problem. As always, when you come to OSD to make your request for service, we will explore this approach as well as any other that will obtain your reading materials in a timely manner.
Should you want a copy of AB 422, please stop by the OSD.
Dear Students and Colleagues,
It is with mixed emotions that I say "good-bye" to OSD, and to my students and colleagues at UCLA. These past nine years on campus as coordinator of the Learning Disabilities Program have been extremely rewarding. It’s unbelievable that I started working in the field of learning disabilities almost thirty years ago. At that time, "learning disabilities" was a new term. Educators were first beginning to identify a subset of bright children, who had tremendous difficulty learning to read, write, spell and/or calculate. Innovative techniques were developed. I began to teach individual children, as well as small groups of children using systematic and multi-sensory techniques. Progress was slow and steady, but the children did begin to learn. They also began to understand that they were not lazy, stupid or disturbed. Their disabilities were analogous to "short circuits" in the brain that resulted in slower processing of information, reading, and/or writing. The learning disability was not their fault, was often inherited and transcended all races, religions and nationalities. In fact, many notable leaders, artists and scientists, such as Thomas Edison were thought to have learning disabilities.
I began to worry about the future of "my" children. Would they gain entrance to, and achieve in college? Would they succeed in adult life? This concern was the impetus to my interest in working with college students with learning disabilities. In many ways, they were the same bright children with unexpected problems with reading, spelling and/or math, only older. They were the students who worked harder and longer than others, but could achieve, often with significant honors, with proper support. They were our success stories. These years of working with this adult population have been some of the most satisfying of my career. I had the privilege of meeting many outstanding students. We have seen the program and the population grow over the years from 57 students in 1992, to over three hundred students with learning disabilities, ADHD, acquired brain injuries and psychological disabilities served by four LD Specialists, including myself. We have enjoyed the unwavering support of the UCLA community, with the common goal of assisting students. I will miss you all.
What now? Retirement is still a bit hazy in my mind, but I am looking forward to traveling with my husband who has been retired for some time, and having more time to visit my eleven (!) grandchildren who are scattered between Northern California and the East Coast. I want to learn new things, improve my tennis, and continue involvement in my field in some capacity. I thank everyone for making these years so very meaningful for me.
With fond thoughts and memories,
Construction is underway at many places on campus. The biggest construction site is on the South part of campus for the Westwood Replacement Hospital. The boulevard from Med Plaza to Young Drive has been removed and Westwood has been re-aligned. The sidewalk on the west side of Westwood from the Police Station to the Med. Plaza will soon reopen for pedestrian use. Likewise, the sidewalk along Gayley near the construction site has been reopened. There is little impact to motorists and pedestrians at this large site at this time.
The Southwest Staging Building, in Lot 32, is underway. This building will be the temporary home for Dickson and the Dance Building when they undergo remodeling in about a year, All of Lot 32 has been reconfigured.
Construction will soon begin for the Physics/Astronomy Building off Portola Plaza, behind Powell and west of Knudsen. The access road from Westholme to the Math Science turn-around will remain in place but lie idle until large equipment and materials are needed.
The small parking lot just east of Knudsen remains closed.
Work continues at the De Neve Commons and at three of the housing clusters in this plaza area. Green construction fences are in place along the Dykstra access road.
The addition to the Wooden Center is progressing well with little impact to access.
For additional information regarding campus construction’s impact on accessibility, please contact Ed at the OSD or call the OSD Information/Construction Hotline at 206-0147.
Scheduled for the Spring Quarter
For info about submitting your work
Please call Doug Gerow at 825-1501
Test-taking Strategies: Multiple Choice Exams
March 7th 5:00-6:30
Pizza and other delicacies will be served
The purpose of this organization is to provide a forum for addressing issues pertaining to disabilities curriculum, students with disabilities, peer support, and access issues on the UCLA campus. We welcome those graduate students with and without disabilities who have an interest in this area.
Our objectives include advocacy, education, resource management and referral, support, curriculum development, Americans with Disabilities Act compliance, and representation of students with physical, learning, developmental, and psychological disabilities to faculty, administration, Office of Students with Disabilities, Chancellor’s Advisory Committee on Disabilities, and the UCLA student government bodies.
The mission of the Union of Students with Disabilities (USD) is to ensure full accessibility of educational opportunity for students with disabilities at UCLA. The USD also offers disabled peer support and plans programs and events aimed at raising the campus consciousness about disability-related issues. If interested in becoming involved, please contact the Mike Cohn at (310)206-8821.
The search for scholarships can be complicated and confusing, but the Scholarship Resource Center (SRC) is here to help guide you through the maze. The SRC maintains a scholarship database and library, and provides workshops and counseling. The SRC is located at 233 Covel Commons (206-2875).
The SRC is an extremely valuable resource to assist you in searching for scholarships including those based on a disability or any number of other criteria. You don’t have to have a 4.0 GPA to qualify for many scholarships. Now is the time to start looking for funding for next year.
The SRC also offers the U.S. National and British Merit Scholarships, workshops to provide UCLA students information about national scholarships such as the Rhodes, Churchill, and Truman Scholarship programs.
A great way to become familiar with the process is to sign up for one of the Free Scholarship Search Workshops. Check the SRC website for times and locations.
by Ed McCloskey, Mobility Assistance Program Coordinator
Many persons at UCLA may not know of ways to avoid some hills or inclement weather while traversing the campus. For students who use wheelchairs or crutches the following short cuts may be of great value.
To ease the incline near the Northeast part of campus, use the AGSM (Andersen Graduate School of Management) and Parking Structure 5. The fourth floor of the AGSM leads to the sixth level of structure 5, which leads to the patio area between the North Campus Eatery and the north end of Rolfe. There are four elevators in the AGSM but none in Lot 5.
To avoid a greater part of the incline on Bruin Walk between the Residence Halls and Westwood Plaza use the elevator at the LATC (Los Angeles Tennis Center). This means using the top level of the Tennis Center seating area.
To avoid some of the slope of Bruin Walk between Powell and Westwood Plaza use the elevators in Ackerman to the connecting bridge between level 2 of Ackermann and the second floor of Kerchoff to the patio between Moore and Powell.
If you know of any other handy shortcuts let us know so we can pass them on to our readers.
The CACD was established in 1982 as an advisory group by the Chancellor to create and maintain a more accessible campus environment. The CACD is comprised of student, faculty, staff, alumni, community, and ex-officio members. The Committee’s charge is to analyze and identify problems, propose solutions, and make recommendations on matters of particular concern to persons with disabilities.