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Special Populations
This tutorial on Special Populations provides faculty with strategies, resources and tools
for addressing students with disabilities as well as those with limited proficiency in
English. It contains six modules with four brief video segments, three in the "case
studies" section and one in the module called "tips."
The six modules in this course are:
1. Defining Special Populations
2. Interacting with Students
3. Accommodations
4. Tips
5. Case Studies
6. Limited English Proficiency
Read through the six modules, including watching the four short
videos online, three in the "case studies" section and one in the
module called "Tips." (If you do not have Real Player on your
computer, download a free version at http://real.com)
There is a seventh module called "Test Your Awareness" which
offers some sample questions for reviewing before your
assessment if you choose to do so.
II. After studying the modules, return to this page in Blackboard and take the 20-
question exam. When you have completed the assessment with at least a 70 percent
accuracy, email the Instructor at and you will receive a
completion in the workshop database. You may take the test more than once.
III. Be sure to fill out the evaluation by clicking on the link "Evaluation" located
further down on this page in Blackboard to help us improve our courses.
It may help to print out this page to guide you as you move through this course. After you
have clicked the "Enter here" link, you will need to navigate using the blue menu on the
left side of the page.
Enter here.
Defining Special Populations
The Texas Coordinating Board for Higher Education defines Special Populations as:
• individuals with disabilities
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• individuals from economically disadvantaged families, including foster children
• individuals preparing for nontraditional training and employment
• single parents, including single pregnant women
• displaced homemakers and
• individuals with other barriers to educational achievement, including individuals
with limited English proficiency.
This definition is important because thousands of people who fit into one or several of
the above categories attend community colleges in Texas. According to the Texas
Higher Education Coordinating Board in Texas, 6,910 special population students in
Texas received associate degrees in technical fields during academic year 1998-99
while 9,016 received certificates.
The numbers rise and dip slightly each year but have stayed consistently high for the
last several years. However, these numbers indicate that a significant portion of
community college students have special needs. The goal of this module is to give
community college workforce faculty the necessary tools to address these needs.
Specifically, this module will focus on two categories of Special Populations: Americans
with Disabilities and individuals with limited English proficiency (LEP).
Individuals with Disabilities
Which one of these individuals does not have a disability?
The truth is we all have abilities and disabilities. But sometimes it's not apparent.
Let's see what the law has to say about the definition of a disabled person and the rights
they have under the Rehabilitation Act of 1973.
ADA & the Law
The law behind the ADA is Section 504 of the Rehabilitation Act of 1973. The wording
and content of the law are not complicated:
No otherwise qualified person with a [disability] in the United States shall, solely by
reason of a [disability], be excluded from the participation in, be denied the benefits of or
be subjected to discrimination under any program or activity receiving federal financial
assistance.
The portion bolded above needs a bit of definition. A person with a disability is an
individual with a physical or mental impairment that substantially limits one or more
major life activities. An individual is considered to be a person with a disability if he or
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she has a disability, has a history of a disability, or is perceived by others as having a
disability.
A qualified person with a disability is defined as a person who meets the requisite
academic and technical standards required for admission to or participation in the
postsecondary institution’s programs and activities.
Coming Example of Disabilities
Some examples of documented disabilities are:
• blindness/visual impairment
• cerebral palsy
• deafness/hearing impairment
• seizure disorder
• orthopedic/mobility impairment
• a specific learning disability
• speech/language disorder
• spinal cord injury
• Tourette’s syndrome
• traumatic brain injury
Most of us are aware of the above examples of disabilities, but what is less often known
is that individuals with chronic illnesses are also protected. Examples of chronic illnesses
are AIDS, ALS (Lou Gehrig’s Disease), arthritis, cancer, diabetes, multiple sclerosis,
muscular dystrophy, and various psychological disorders.
Interesting Statistics
The following statistics came from the National Center on Education Statistics. They
address disability and education for all students under 21 years of age.
• Number of students, aged 21 and under, who received federally supported
services for students with documented disabilities in 1977: 3,692,000
• Number who received such services in 1996: 5,573,000
• Percentage that this number increased between 1977 and 1996: 50.9%
• Percentage increase in number of students with documented learning disabilities
between 1977 and 1996: 223%
• Percentage increase in number of students with documented emotional
disabilities between 1977 and 1996: 54.7%
• Percentage decrease in number of students with mental retardation between
1977 and 1996: 40.5%
• Percentage decrease in number of students with documented hearing
impairments between 1977 and 1996: 22.9%
• Percentage of all students in 1977 with a documented disability: 8.3%
• Percentage of all students in 1996 with a documented disability: 12.4%
• Percentage of all students in 1977 with a documented learning disability: 1.8%
• Percentage of all students in 1996 with a learning disability: 5.8%
featuring complete and verified questions and answers designed toSpecial
strengthenSpecial
populations.pdf
populations Special populations.pdf
strengthenSpecial
populations.pdf
populations Special populations.pdf
Special Populations
This tutorial on Special Populations provides faculty with strategies, resources and tools
for addressing students with disabilities as well as those with limited proficiency in
English. It contains six modules with four brief video segments, three in the "case
studies" section and one in the module called "tips."
The six modules in this course are:
1. Defining Special Populations
2. Interacting with Students
3. Accommodations
4. Tips
5. Case Studies
6. Limited English Proficiency
Read through the six modules, including watching the four short
videos online, three in the "case studies" section and one in the
module called "Tips." (If you do not have Real Player on your
computer, download a free version at http://real.com)
There is a seventh module called "Test Your Awareness" which
offers some sample questions for reviewing before your
assessment if you choose to do so.
II. After studying the modules, return to this page in Blackboard and take the 20-
question exam. When you have completed the assessment with at least a 70 percent
accuracy, email the Instructor at and you will receive a
completion in the workshop database. You may take the test more than once.
III. Be sure to fill out the evaluation by clicking on the link "Evaluation" located
further down on this page in Blackboard to help us improve our courses.
It may help to print out this page to guide you as you move through this course. After you
have clicked the "Enter here" link, you will need to navigate using the blue menu on the
left side of the page.
Enter here.
Defining Special Populations
The Texas Coordinating Board for Higher Education defines Special Populations as:
• individuals with disabilities
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strengthenSpecial
populations.pdf
populations Special populations.pdf
,featuring complete and verified questions and answers designed toSpecial
strengthenSpecial
populations.pdf
populations Special populations.pdf
• individuals from economically disadvantaged families, including foster children
• individuals preparing for nontraditional training and employment
• single parents, including single pregnant women
• displaced homemakers and
• individuals with other barriers to educational achievement, including individuals
with limited English proficiency.
This definition is important because thousands of people who fit into one or several of
the above categories attend community colleges in Texas. According to the Texas
Higher Education Coordinating Board in Texas, 6,910 special population students in
Texas received associate degrees in technical fields during academic year 1998-99
while 9,016 received certificates.
The numbers rise and dip slightly each year but have stayed consistently high for the
last several years. However, these numbers indicate that a significant portion of
community college students have special needs. The goal of this module is to give
community college workforce faculty the necessary tools to address these needs.
Specifically, this module will focus on two categories of Special Populations: Americans
with Disabilities and individuals with limited English proficiency (LEP).
Individuals with Disabilities
Which one of these individuals does not have a disability?
The truth is we all have abilities and disabilities. But sometimes it's not apparent.
Let's see what the law has to say about the definition of a disabled person and the rights
they have under the Rehabilitation Act of 1973.
ADA & the Law
The law behind the ADA is Section 504 of the Rehabilitation Act of 1973. The wording
and content of the law are not complicated:
No otherwise qualified person with a [disability] in the United States shall, solely by
reason of a [disability], be excluded from the participation in, be denied the benefits of or
be subjected to discrimination under any program or activity receiving federal financial
assistance.
The portion bolded above needs a bit of definition. A person with a disability is an
individual with a physical or mental impairment that substantially limits one or more
major life activities. An individual is considered to be a person with a disability if he or
featuring complete and verified questions and answers designed toSpecial
strengthenSpecial
populations.pdf
populations Special populations.pdf
, featuring complete and verified questions and answers designed toSpecial
strengthenSpecial
populations.pdf
populations Special populations.pdf
she has a disability, has a history of a disability, or is perceived by others as having a
disability.
A qualified person with a disability is defined as a person who meets the requisite
academic and technical standards required for admission to or participation in the
postsecondary institution’s programs and activities.
Coming Example of Disabilities
Some examples of documented disabilities are:
• blindness/visual impairment
• cerebral palsy
• deafness/hearing impairment
• seizure disorder
• orthopedic/mobility impairment
• a specific learning disability
• speech/language disorder
• spinal cord injury
• Tourette’s syndrome
• traumatic brain injury
Most of us are aware of the above examples of disabilities, but what is less often known
is that individuals with chronic illnesses are also protected. Examples of chronic illnesses
are AIDS, ALS (Lou Gehrig’s Disease), arthritis, cancer, diabetes, multiple sclerosis,
muscular dystrophy, and various psychological disorders.
Interesting Statistics
The following statistics came from the National Center on Education Statistics. They
address disability and education for all students under 21 years of age.
• Number of students, aged 21 and under, who received federally supported
services for students with documented disabilities in 1977: 3,692,000
• Number who received such services in 1996: 5,573,000
• Percentage that this number increased between 1977 and 1996: 50.9%
• Percentage increase in number of students with documented learning disabilities
between 1977 and 1996: 223%
• Percentage increase in number of students with documented emotional
disabilities between 1977 and 1996: 54.7%
• Percentage decrease in number of students with mental retardation between
1977 and 1996: 40.5%
• Percentage decrease in number of students with documented hearing
impairments between 1977 and 1996: 22.9%
• Percentage of all students in 1977 with a documented disability: 8.3%
• Percentage of all students in 1996 with a documented disability: 12.4%
• Percentage of all students in 1977 with a documented learning disability: 1.8%
• Percentage of all students in 1996 with a learning disability: 5.8%
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strengthenSpecial
populations.pdf
populations Special populations.pdf
