ED240:
Meeting Times, Location, & Course Delivery Details
The Education Area Mission is to prepare educators in the liberal arts tradition. Faculty members collaborate to develop professional educators who demonstrate a thorough knowledge of the subjects they will teach and of the teaching and learning process. Teacher education candidates in particular will gain the ability to teach diverse student populations and develop an understanding of the cultures and communities in which they practice. As educators they will be equipped to create positive learning environments that encourage active student engagement and self-motivation. Education Area graduates will become reflective practitioners who are able to collaborate with a variety of stakeholders in establishing learning communities.
Contact Information
Required Texts and Materials:
Moats, L. (2020). Speech to Print. Language Essentials for Teachers. 3rd Edition. Brookes.
Archer, A.L., Hughes, C.A. (2011) Explicit instruction: Effective and efficient teaching. New York: The Guilford Press.
Supplemental Readings: Articles for additional readings will be posted in the modules on Blackboard.
Adams, M.J., Foorman, B., Lundberg, I., Beeler, T. (2014) Phonemic Awareness in Young
Children, Reading Rockets. Retrieved from
http://www.readingrockets.org/article/phonemic-awareness-young-children
Bowers, P., & Cooke, G. (2012, Fall) Morphology and the common core: Building students’
understanding of the written word. Perspectives on Language and Literacy, 38(4) 31-35
Ehri, L. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling
Memory, and Vocabulary. Scientific Studies of Reading (18 -1)
Florey, K.B. (2008). A diagramed sentence is a bit like art. American Federation of Teachers,
pp. 40-42
Hanford, E., (2018). Hard words: Why aren’t kids being taught to read? American Public Media.
Retrieved from: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
International Dyslexia Association. (2019) Structured literacy™: An introductory guide
Retrieved from: https://app.box.com/s/mvuvhel6qaj8tghvu1nl75i0ndnlp0yz
Corbo, Murdoch, & Stollar 8/14/19 3
Joshi, M., Treiman, R., Carreker, S., & Moats, L. C. (2008/2009) How words cast their spell:
Spelling is an integral part of learning the language, not a matter of memorization.
American Educator, 32 (4), 6–16, 42–43.
Moats, L. (n.d.) How spelling supports reading. Retrieved from
https://www.aft.org/sites/default/files/periodicals/Moats.pdf
Reading Rockets. (n.d.) Phonics 101: Introduction Retrieved from:
https://www.readingrockets.org/teaching/reading101-course/modules/phonicsintroduction
Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about
speech and reading: A glossary of the “phon” words and some related terms. Journal of
Literacy Research, 34, 299–334.
Soifer, L. (2011). Development of oral language and its relationship to literacy. In Birsh,J. (Ed.),
Multisensory Teaching of Basic Language Skills (49-92). Baltimore: Brookes Publishing
Co.
Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding
differences to create instructional opportunities Teaching Exceptional Children.
Retrieved from https://www.readingrockets.org/content/pdfs/structured-literacy.pdf
Spear-Swerling, L. (2011). Phases in reading words and phonics interventions. In R. O’Connor
& P. Vadasy (Eds.), Handbook of reading interventions (pp. 63–87). New York:
Spear-Swerling, L. (2007) The Research-practice divide in beginning reading,
Theory Into Practice, 46, (4), 301 – 308.
Washburn, E, Joshi, R.M., &E. Cantrell (2011) Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia,
61:21–43
What Works Clearinghouse. (2016) Foundational Skills to Support Reading for Understanding
in Kindergarten Through 3rd Grade. Retrieved from
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf
- Describe how scientific research has affected the practice of teaching reading, spelling, and writing.
- Explain the role of language skills within reading, spelling, and writing.
- Understand the range of phonological awareness skills and the causal relationship between these skills and learning to read.
- Articulate differences between code-emphasis and whole language approaches to teaching reading and defend the use of an evidence-based, code emphasis approach.
- Differentiate between phonological awareness and phonics and explain the relationship between these.
- Meaningfully determine and measure phonological awareness skills.
- Explain the Simple View of reading and an understanding that fluent word recognition is a vital aspect of reading competency.
- Demonstrate knowledge of structure of English orthography and morphology.
- Understand that learning to spell and learning to read rely on much of the same underlying linguistic knowledge and that spelling instruction can be designed to further understand key aspects of language, resulting in better reading.
Course Calendar (subject to change)
| Day | Topic | Readings Due | Assignments Due |
Week 1 | |||
Thursday 1/16/25 | Intro. to the Science of Reading:
Overview of the Foundational Components of Reading Science 1. How the brain learns to read & the 4 Part Processor Model 2. Essential Components of Reading & the Simple View of Reading 3. Components of Effective Reading Instruction
| Homework: Read: In Class: -Watch and prepare to discuss: From Babbling to Books: Building Pre-Reading Skills: https://www.readingrockets.org/webcasts/1002 -Children of the Code Video: What’s At Stake (all or parts depending on time) https://childrenofthecode.org/Tour/c1/index.htm
| Due Sunday:
Listen to the Sold a Story Podcast and write a one-page reflection on your reaction to the first two episodes of the podcast. |
Week 2 | |||
Thursday 1/23/25 | The Simple View of Reading and Stages of Reading Development
Explicit and Systematic Instruction
| For Homework: Reading: - Farrell et al (2010) - Spear-Swerling (2019). In-Class: -View and discuss the Reading Rope: https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/ -Pipe cleaner reading rope activity—make & explain in small groups. Spear-Swerling, L. (2019) https://www.readingrockets.org/sites/default/files/2023-09/structured-literacy.pdf Watch Media: Explicit instruction Read: Archer (2011) CHAPTER 1 &2 pp. 1-52 Discuss the critical elements of structured literacy – and the comparisons of these elements to those often found within typical classrooms. |
|
Week 3 | |||
Thursday 1/30/25 | Phonological Awareness - Connection to the Simple View of Reading - Phonetics (define) - Phonology (define) - Phonological awareness - define Phonemic Awareness: define and differentiate
| Moats Chapter 1
View and reflect on video: Jan Hasbrouck - Phonemic Awareness on Vimeo |
|
Thursday 2/6/25 |
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Week 5 | |||
Thursday 2/13/25 | Alphabetic Principle
- Impact of Whole Language and the 3-cuing system - Learning to read – not like learning to talk - Research base behind the code emphasis approach (Becoming a Nation of Readers, NRP) - Introduction of phoneme/grapheme relationships | Homework: Moats Chapter 3 Phonics 101: Introduction https://www.readingrockets.org/teaching/ reading101-course/modules/phonics-introduction
-A video interview with Mark Seidenberg https://www.readingrockets.org/teaching/ experts/mark-seidenberg?fbclid=IwAR2Ef3gacsZFLQ MV_xXIRHXqZatDWVVBV2cw4ID0ia Cwy7pf8ZwsqR-sOn4
| Due Sunday: Written Summaries: The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. How does phonics instruction help children learn the relationships between the letters of written language and the sounds of spoken language? |
Week 6 | |||
Thursday 2/20/25 | Decoding/Encoding -Major phonics content (consonant, vowels, blends, etc.) -Sequencing of content -Choosing content to be taught and instructional time on each (i.e. teaching to mastery, not one week per concept) -Linking to decodable texts |
| |
| -Teaching letter-sound correspondences -Sequence for teaching letter-sound correspondence -Blending - Successive Blending for students with short term memory issues -Word building routines | Using Decodable text demonstration | ||
Week 7 | |||
Thursday 2/27/25 | Decoding/Encoding Activities -Instructional principles for teaching sounds -Blending consonants with vowels -Examining minimal pairs -Word patterns - Frequency of patterns - Order of introduction - Activities to teach patterns - Teaching Irregular words Orthographic Mapping - Ehri’s theory (orthographic mapping, which bonds the sounds in spoken words to their spellings) | Homework Moats Chapter 4 In Class
| Due Sunday: Written summary Written Summary: What is Orthographic Mapping? Why is Orthographic Mapping important? |
Week 8 | |||
Thursday 3/6/25 | PA and Phonics and Spelling Assessments Purpose of assessments - Diagnostic Phonological Awareness assessments to evaluate segmenting, blending and identification of first, last and middle sound Phonics instruction Diagnostic Phonics tests to provide information about student’s accuracy with specific phonics concepts and patterns - Spelling assessments - Fluency (with sounds, individual words and connected text) | Homework In Class Really Great Reading’s Complimentary Assessments. Retrieved at https://reallygreatreading.com/diagnostcs Small group work – practice the phonics survey (Assessing reading textbook) | Due Friday All Ohio Module The Why of Teaching Phonics & Word Recognition PL1. The Why of Teaching Phonics & Word Recognition – ALL Ohio (allohioliteracy.org) |
Week 9 | |||
Thursday 3/13/25 | SPRING BREAK – NO CLASS | ||
Week 10 | |||
Thursday 3/20/25 | Lesson Planning - Critical content - Sequencing of skills - Clear and concise language - Pacing - Continual practice - Decodable text - Assessment - Sample of lesson routines for small group work |
In Class Close examination of table on pp. 2-3 with discussion and provision of examples
|
Outline the essential components of a structured literacy lesson. |
Week 11 | |||
Thursday 3/27/25 | Multisyllabic Words - Stumbling block for older readers with reading difficulties – need for multisyllabic word strategies - Importance of building a flexible core of strategies to unlock a variety of multisyllabic words - Teaching the most common affixes - Identification of the syllables and syllable types - Pattern based decoding and encoding (silent e, consonant doubling, etc.) - Application and practice using decodable text | Homework
In Class Watch Anita Archer video on multisyllabic word pronunciation: https://explicitinstruction.org/video-secondary-main/secondary-video-2/ |
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Tuesday 4/3/25 | Orthography and Morphology -Spelling (encoding) system of our language - Necessary along with phonological skills for rapid word recognition (Four Part Processor) -Correspondences between speech and print (and the probability that certain letter sequences could be a word – recognizing orthographic constraints) -Lack of orthographic knowledge results in slow/inadequate reading | Homework
In Class
| Due Friday
|
Thursday 4/10/25 | -A significant factor in developing automaticity Morphology - Smallest meaningful parts of words - Meanings of prefixes - Inflectional and derivational suffixes - Combining rules - Categories of morphemes: - Free (can be used as a base word) - Bound (affixes) - Compound words | In Class Watch and discuss (short videos) Spelling (Moats) https://www.youtube.com/watch?v=Yhl3_eqKoWI Orthography (Cooke) https://www.youtube.com/watch?v=0mbuwZK0lr8&t=7s Morphology (Moats) | |
Week 13 | |||
Thursday 4/17/25 | Supporting Diverse Learners - Differentiation - Effective decision making - Intervention decisions and monitoring progress - English Language Learners - Dyslexia | Homework -Spear-Swerling (2011). Moats Chapter 8 In Class Discussion of current system or support for students (State, district and school supports) | Decodable Text Demonstration |
Week 14 | |||
Thursday 4/24/25 | No Class – Professional Development Day
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Week 15 | |||
Thursday 5/1/25 |
| Group Projects | |
Week 16 | |||
| Thursday | Final exam | ||
The grading scale will be as follows:
Warning: There is a lot of content in this class. Plan on working 2 hours on your own for every 1 hour of class time.
Late assignments will NOT be accepted. Late work will earn an automatic zero. For One assignment only, you may turn in work late, losing 10% of your total grade.
Evaluations
96%-100% A 72% - 75% C
92% - 95% A- 68% - 71% C-
88% - 91% B+ 64% - 67% D+
84% - 87% B 60% - 63% D
80% - 83% B- <60% F
76% - 79% C+
Instructor Course Policies
Unless otherwise specified, all Wilmington College classes are face to face, and in-person attendance is required. Should any student feel ill at any time during the semester it is important to contact the student health center wchealthcenter@wilmington.edu , 937-481-2217) immediately. It is YOUR RESPONSIBILITY to contact your professors immediately in order to determine how best to maintain engagement with course content and assignments during your absence.
Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Wilmington College supports students in being fair, honest, and ethical, and assuming responsibility for their actions. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action. See the current Student Handbook for the College’s Academic Integrity Policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
“All work (essays, test answers, homework answers, etc) that you submit in this course must be originally produced by you and not by artificial intelligence. Failure to comply with this policy will result in penalties for academic dishonesty.”
OHIO CORE LITERACY STANDARDS
STANDARD 1: FOUNDATIONAL LITERACY KNOWLEDGE
- Demonstrate understanding and application of the Simple View of Reading, Scarborough’s Rope, the Four-Part Processing Model, and regions of the brain necessary for skilled reading.
- Utilize current, peer-reviewed collections of reading research from the fields of education, special education, neuroscience, cognitive psychology, and linguistics to inform reading instruction.
- 1.3 Demonstrate understanding of and adhere to state laws and policies related to literacy.
STANDARD 2: PHONOLOGICAL AWARENESS
2.1 Demonstrate understanding of phonemes as a critical link to automatic word recognition and vocabulary development.
2.2 Explain the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge.
2.3 Explain the differences between and relationships among phonological awareness, phonemic awareness, and phonics.
2.4 Demonstrate understanding of phonological processing as a foundational requirement necessary for decoding and encoding.
2.5 Demonstrate understanding of oral language development as it relates to phoneme awareness and is influenced by dialect and language variation.
2.6 Demonstrate ability to identify, pronounce, classify, and compare all the consonant and vowel phonemes of English.
2.7 Demonstrate ability to identify levels of phonological sensitivity and apply that knowledge to practice.
2.8 Demonstrate understanding of the progression of phonemic awareness skill development across age and grade.
2.9 Demonstrate awareness of intervention materials and techniques appropriate for students demonstrating phonemic awareness difficulties.
2.12 Demonstrate ways to provide hands-on, practical application of skills related to explicit instruction in phonological awareness.
2.13 Demonstrate understanding of the relationship between phonological awareness and early concepts of print such as spaces between words and matching one spoken word to one written word.
STANDARD 3: PHONICS AND WORD RECOGNITION
3.1 Demonstrate understanding of the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading.
3.2 Demonstrate understanding of the systematic, cumulative, and explicit teaching of basic decoding and spelling skills to enable.
3.3 Demonstrate understanding of the organization of word recognition and spelling lessons by following a structured phonics lesson plan.
3.6 Demonstrate understanding of the need to explicitly teach students to apply phonics skills to the parts of words that are phonetically correct and to identify those parts that are not phonetically correct.
3.7 Demonstrate understanding of systematically teaching the decoding of multisyllabic words.
STANDARD 4: VOCABULARY
4.2 Demonstrate understanding of the sources of wide differences in students’ vocabularies. (IDA-KDP 4E.2)
4.3 Demonstrate understanding of developing vocabulary skills through the systems of language, including phonology, orthography, syntax, semantics, morphology, etymology, and the relationships among them.
STANDARD 6: COMPREHENSION
6.1 Demonstrate understanding of the critical factors (syntax, background knowledge, vocabulary, verbal reasoning, genres) that contribute to deep comprehension of texts.
6.5 Demonstrate understanding of the importance of teaching sentence level comprehension in texts and for writing.
6.6 Demonstrate understanding of the purposeful inclusion of writing as a support for comprehension.
STANDARD 7: WRITING
7.3 Demonstrate understanding and application of the fundamentals of sentence construction and syntax, connecting writing to content.
7.7 Demonstrate understanding of and application of teaching spelling and punctuation to automaticity.
STANDARD 9: HIGH QUALITY INSTRUCITONAL MATERIALS
9.1 Demonstrate understanding of selection and utilization of high-quality instructional materials to develop clear learning goals and outcomes.
9.2 Demonstrate the ability to differentiate between high-quality instructional materials and instructional materials that do not align with Science of Reading.
9.3 Demonstrate understanding and application of the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction using high quality instructional materials.
Pillar of literacy article presentation (100)
You will be assigned to small groups. Your group will browse academic or teacher-friendly journals in reading (e.g., Reading Research Quarterly; The Reading Teacher; Language Arts; The Reading League; IDA Perspectives) to get a sense of their features and to become aware of recent research in reading and literacy.Your small group will select an article related to one of the assigned topics of literacy to share with the class. Topics include: phoneme grapheme mapping; spelling; fluency; phonemic awareness; orthographic mapping. Each group will be assigned a topic in class. Working together, your group will create an informative multimodal presentation using a platform of your choice to share the article with classmates. During the presentation you should:
- give a rationale for your choice of article.
- provide full bibliographical information about the article (APA style).
- connect the article to course content.
- discuss the major points of the article.
- provide your informed reaction to the ideas presented by the author (based upon what you learned in class).
- engage class members in an instructional activity connected to the topic.
This informal presentation should last no more than 20 minutes.
Assessment Analysis and Lesson Plan (100)
Learners differ in their word recognition needs, and effective word study instruction requires use of the assessment-instruction cycle to identify and plan for these varying needs. You will practice these skills by completing a case study that profiles one learner’s knowledge related to word reading and spelling, describes the teaching and learning experiences that would benefit this learner, and includes one explicit phonics/word study lesson plan that address your learner’s needs. You will identify one learner between the ages of five and twelve whom you will profile. You will administer assessments taught or reviewed in the course. You will write a 6-8 page paper describing assessment results along with instructional implications. You will also create one explicit phonics/word study lesson plan targeting a specific need identified in the assessments administered in addition to a two-week instructional sequence. Specific guidelines and an assignment rubric are provided on blackboard. This will count as your final exam.
All Ohio Literacy Module (5 points each – total 15 points)
The All Ohio Literacy Library is a repository of high-quality learning modules for educators which seeks to enhance the literacy learning of all children and youth. The learning modules explore various literacy topics in-depth through narrative text, link resources, realistic scenarios, etc. You will be able to add these credentials to your resume for future employment.
- Simple View of Reading Module
- The Why of Teaching Phonics and Word Recognition Part 1
- The Why of Teaching Phonics and Word Recognition Part 2
Participation (100)
Because of the nature of the course, regular attendance and participation is required. Credit will be given for class participation in the form of completing a weekly summary of class discussions. Unexcused absences will result in a deduction of 5 points each.
Attendance (20 points) and participation (80 points) is critical. Attendance points will only be obtained if the appropriate book/s are brought to class. Participation is awarded when it is obvious students have read and prepared for class and turn in written summaries. These summaries will be due the last day of class for the week. It is impossible to make up the dynamics of co-constructed knowledge that results from classroom discussion. Please let me know, in advance, when possible, if you will not attend on any particular day. Messages may be left 24 hours a day via e-mail.
Written Summaries:
The summaries allow students to assimilate what has been learned from class discussions, readings and lectures.
· Brief essay (1 to 2 paragraphs, 300 – 500 words) of critical content
· Content of summary should be related to topic.
· Some topics have guided questions listed on the course schedule.
· Summary due the week listed on the course schedule
Written Response Rubric
| Exemplary (10) | Proficient (6) | Unacceptable (2) | |
| Organization and Structure | Response starts with a CONCISE summary and follows ALL the guidelines of the identified strategy | Response starts with a summary and MOSTLY follows the guidelines of the identified strategy | Response has NO summary or DOESN’T follow the guidelines of the identified strategy |
| Content and Thoroughness | Response reflects an effort to make sense of the reading and respond THOROUGHLY to it | Response reflects an effort to make sense of the reading and respond to it | Response doesn’t make sense OR show an understanding of the reading |
| Thoughtful Interaction | Response goes BEYOND a summary and communicates personal insights, originality, inferences, synthesis, and analysis of the reading | Response communicates SOME insights, originality, inferences, synthesis, or analysis of the reading | Response communicates FEW to NO insights, originality, inferences, synthesis, or analysis of reading |
| Submission | Response is ON-TIME; Formatted CORRECTLY; Has FEW errors | Response is ON-TIME, MOSTLY formatted correctly; Has SOME errors | Response is LATE; NOT formatted correctly; And/or has MANY errors |
Analysis of Decodable Texts. (10 points)
Students will select a decodable text of their choice and identify the words with the phonics patterns, HFW that may need to be p/g mapped, and previous patterns represented in the text.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA (Americans with Disabilities Act)
Students with Disabilities
In accordance with ADA (Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973), Wilmington College provides access through reasonable accommodations to students with documented physical and psychological disabilities.
Students who wish to access Services need to meet with the Director of Accessibility and Disability Services and provide verification of their disability. To register with Accessibility and Disability Services, students submit an Application for Services. In addition, the student must provide the Disability Verification form accompanied by current disability documentation from a licensed professional. For more information, contact the Director of Accessibility and Disability Services at accessibility@wilmington.edu or 937.481.2444, 114 Robinson Communcation Center.