Students with Dyslexia
An informal group of students of all ages and majors who get together once a week or once every other week for support.The meetings vary from to grabbing lunch going bowling or other fun activities. The group also is attempting to meet with professors who have dyslexia and talking with them about navigating graduate school with a disability. Students who are interested should e-mail Students_with_dyslexia@hotmail.com for more information.
OSU’s wheelchair basketball team currently practices Mondays and Wednesdays from 8 to 10 p.m. and is open to non-wheelchair users as well. For more information contact: Kerri at: firstname.lastname@example.org
He describes how exercise affects learning in three ways:
Exercise improves the learner. Their senses are heightened, their focus and mood are improved, they’re less fidgety and tense, and they feel more motivated and invigorated.
In addition to priming your state of mind, exercise influences learning directly, at the cellular level, improving your brain’s potential to log in and process new information. Exercise creates the environment for our brain cells to wire together, which is the basic building block of learning. One of the key ingredients that exercise increases is BDNF, Brain Derived Neurotrophic Factor, or what I call Miracle Gro for the brain — as it truly is fertilizer.
Exercise is also perhaps the best way to increase neurogenesis, which is the making of new neurons that happens on its own daily. The process is pumped up greatly after we exercise, by releasing factors to encourage the process of our innate stem cells to divide and then provide a healthier internal environment for them to grow up to be functioning nerve cells on their own.
Counseling and Psychological Services (CAPS) is offering group therapy on a variety of topics this fall. Group therapy provides a safe and confidential place to share and explore concerns as well as receive support around various issues. Therapy groups are free for OSU students. Click here to learn more: http://oregonstate.edu/counsel/sites/default/files/Fall_2009_Group_Flyer.pdf
You might be familiar with the basic laws and tenants of IDEA, the Individuals with Disabilities Education Act, that governed your rights and responsibilities as a K-12 student. IDEA provides the legal structure for schools to create and implement an IEP (individualized education program) or a 504 plan.
Something you may not know is that your IEP or 504 plan doesn’t “transfer” from high school to college.
Colleges and universities are under the direction of the Americans with Disabilities Act and Section 504 of the Rehabilitation Cct. As a student in a postsecondary institution, such as OSU, you are now responsible for requesting and managing your accommodations.
Many parents of students with disabilities have learned the basics of the Individuals with Disabilities Education Act (IDEA). However, as students and their families prepare for the transition from secondary school to postsecondary options they often find they are less familiar with the protections provided by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
It is crucial that students and their advocates become knowledgeable about their rights and responsibilities in postsecondary education because, although protections exist, the student has considerably more responsibility to request and design their own accommodations. And this responsibility is ongoing. For many students with disabilities, good self-advocacy skills will be key to success, and knowing your rights is one essential element of effective self-advocacy.