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1、Teaching All Students,Reaching All Learners:Innovative Ways to Address Disability and Diversity in the Postsecondary Classroom,A Presentation prepared for the 2006 Pac Rim Conference byKatharina Heyer,Steve Brown,Kelly ChangCenter on Disability StudiesUniversity of Hawaii,OPE Grant,US DOE Office for
2、 Postsecondary Education3 yearsUH Manoa,then Community Colleges,West Oahu,UH HiloCBI Capacity Building Institute Thursday March 16Email velinahawaii.edu,Three Aspects,Professional DevelopmentKatharina Heyer,Assistant Professor in Political Science,Law,and Disability Studies(CDS)Assistive TechnologyS
3、teve Brown,Assistant Professor of Disability Studies(CDS)MentoringKelly Chang,PhD Candidate in Psychology,What we know about Faculty Attitudes&Knowledge,Survey of faculty attitudes and practicesTwo-thirds of faculty have limited contacts with students with disabilitiesLarge majority had little or no
4、 experience teaching students with disabilitiesThose with experience had it with students with LD and students with visual,hearing,or orthopaedic impairmentsLeast experience with psychiatric disabilities and chronic illnessLeyser,Y.,Vogel,S.,Wyland,S.,and Brulle,A.(1998).Faculty Attitudes and Practi
5、ces Regarding Students with Disabilities:Two Decades after Implementation of Section 504.Journal on Postsecondary Education and Disability,What we know about Faculty Attitudes&Knowledge,Surveys of students assessing faculty knowledge of disability issues and accommodationsFaculty were evaluated on t
6、he low-to-moderate endRoessler,R.and Kirk,M.(1998)Improving technology training services in postsecondary education:Perspectives of recent college graduates with disabilities.Journal of Postsecondary Education and Disability 13,48-59,What we know about Faculty Attitudes&Knowledge,Faculty attitudes t
7、owards accommodations for LDSaw LD as different from other disabilitiesQuestioning the legitimacy of the LD diagnosisConcern about academic freedomJensen,J.,McCrary,N.,Krampe,K.and Justin Cooper,J.(2004).Trying to Do the Right Thing:Faculty Attitudes Toward Accommodating Students with Learning Disab
8、ilities.Journal of Postsecondary Education and Disability,17(2),What we know about Faculty Attitudes&Knowledge,BUT:focus group of faculty showed strong desire to understand the experiences and concerns of students with disabilities in their classesHennessey,M.(2004).An examination of the employment
9、and career development concerns of postsecondary students with disabilities:Results of a tri-regional study.Doctoral dissertation,Kent State University.,Therefore:Faculty Need Support to:,understand disability as a lived experienceunderstand the ways that disabilities can impact learning process and
10、 the college experiencedebunk stereotypes about disabilities and accommodations“unfair advantages”“LD=lack of intelligence or motivation”understand their responsibilities under ADA and Section 504learn“innovative teaching methods”to reach all learning styles,Thus,We support faculty to better support
11、 their students.Who are these students?,Focus on Students with Greatest Needs,Students with hidden disabilities:psychiatric,learning,environmental,cognitive disabilities“nontraditional students:”working parents,entering college a few years after high schoolFrom culturally and linguistically diverse
12、backgrounds(CLD),or new immigrantsLow socioeconomic status,CLD students with disabilitiesmore likely to face:,Language and social barriersnegative effects of having grown up in poverty difficulty processing“standard English”oral and written informationall of which may contribute to their risk of sch
13、ool failureGreene,G.,&Nefsky,P.(1999).Transition for culturally and linguistically diverse youth with disabilities:Closing the gaps.Multiple Voices for Ethnically Diverse Exceptional Learners,3(1),15-24.,As a result:,In comparison to non-CLD students with disabilities,CLD students tend to:Have poor
14、transition outcomes(from secondary to postsecondary)Lower employment ratesLower average wagesLower participation in postsecondary educationBlackorby,J.,&Wagner,M.(1996).Longitudinal postschool outcomes of youth with disabilities:Findings from the National Longitudinal Transition Study.Exceptional Ch
15、ildren,62,399-413.,Challenges for CLD Students:Social Supports,Sense of social isolationBasic mismatch btw home culture and educational culture they face in schoolsSupport programs for students with disabilities tend to focus on academic issuesCLD students may also need focus on social supports to a
16、chieve academicallyCarey,J.C.,Boscardin,M.L.,&Fontes,L.(1994).Improving the multicultural effectiveness of your school.In P.Pedersen&J.C.Carey(Eds.),Multicultural counseling in schools:A practical handbook(pp.239-249).Boston:Allyn&Bacon.,CLD Challenges:Self Advocacy,Transition from high school to co
17、llegeFrom IDEA to ADAResponsibility shifts from school to studentImportance of self-advocacyDifficult for CLD students:cultural values against disclosing personal challenges or asking for helpDifficulty in approaching persons of higher status,such as professors,disability support personnelLeake,D.&C
18、holmay,M.(2000).Addressing the Needs of Culturally and Linguistically Diverse Students with Disabilities in Postsecondary Education.National Center on Secondary Education and Transition,Information Brief 3(1).,CLD Challenges:diagnosis,It is difficult to determine if a students learning difficulties
19、are a result of learning disabilities,or due to issues related to their CLD statusDanger of under-diagnosis of CLD students learning disabilities because the assumption is that the problem lies in English language comprehension difficulties.Shortage of qualified bilingual diagnosticians to determine
20、 eligibility for supportsD.Shulman(2002).Diagnosing Learning Disabilities in Community College Culturally and Linguistically Diverse Students.Journal of Postsecondary Education and Disability,16(1),Students with LD,Learning disabilities comprise the largest single category of students served under I
21、DEA(US DOE,2002)Students with LD now represent the largest single category of students with disabilities in 2-year and 4-year postsecondary institutionsHenderson,C.(1999).College Freshmen with disabilities,statistical year 1998.Washington,D.C.:American Council on Education,Examples of Innovative Tea
22、ching Methods,Teaching Mathematics to students with mathematics-related LDMary M.Sullivan,M.(2005).Teaching Mathematics to College Students with Mathematics-related Learning Disabilities:Report from the Classroom.Learning Disability Quarterly 28(3),205-220Differentiating btw students with and withou
23、t mathematics-related LDMcGlaughlin,Sean M.;Knoop,Andrew J.;Holliday,Gregory A.(2005)Differentiating Students with Mathematics Disabilities in College:Mathematics Disabilities vs.No Diagnosis.Learning Disability Quarterly 28(3),223-232.,Some more Examples,Oregon Health and Science UniversityRecogniz
24、ing growing number of students with disabilities entering this field Capacity of faculty to“admit,teach,and accommodate students with disabilities in Health Sciences Inservice training program“A day in the life of a Health Science student”Sowers,J,and Smith,M.(2003)A Field Test of the Impact of an I
25、nservice Training Program On Health Sciences Education Faculty.Journal of Postsecondary Education and Disability,17(1),Disability as Diversity,Expand existing awareness about diversity to disabilityDisability shapes students experience of learning and of the classroom just like race,gender,national
26、origin,cultureAdapt and adopt existing resources for“inclusive teaching”and“teaching diverse learners”for students with disabilities,Teaching Diverse Learners:Online Resources,UC Berkeleys Office of Educational Development offers several chapters from Tools for Teaching by Barbara Gross Davis.Recomm
27、end:Diversity and Complexity in the Classroom:Considerations of Race,Ethnicity and Gender,http:/teaching.berkeley.edu/bgd/diversity.html,Teaching Diverse Learners:Online Resources,Derek Bok Center for Teaching and Learning at Harvard University Tips for Teachers:Encouraging Students in a Racially Di
28、verse Classroomhttp:/www.bokcenter.harvard.edu/docs/TFTrace.html,Inclusive Teaching:Online Resources,The University of Washingtons Center for Instructional Development and Researchhttp:/depts.washington.edu/cidrweb/inclusive/The University of North Carolina Center for Teaching and Learning comprehen
29、sive online book Teaching for Inclusion:Diversity in the College Classroom.Chapter 2,Strategies for Inclusive Teaching,is located at http:/ctl.unc.edu/tfi2.html,Inclusive Teaching:Online Resources,Essay by a UC Berkely graduate student instructor describing his approach to inclusive teaching,Encoura
30、ging and Affirming Diverse forms of Class Participationhttp:/www.grad.berkeley.edu/gsi/tea/essays1/TEA_Dosh.htm,Inclusive Teaching:Online Resources,The University of Michigans College of Engineering Website for engineering educators about inclusive teachinghttp:/www.engin.umich.edu/teaching/resource
31、s/teaching/inclusive.html,Comprehensive Literature Review,Classroom Accommodation Network“Access to Higher Education Project”at Kent State UAbstracts of research articles by subjectLinks to websites,Universal Design for Instruction UDI,Proactive approach to teaching that uses inclusive strategies to
32、 benefit a broad range of learners,including students with disabilitiesUse the“nine principles of UDI”to design courses,rather than retrofitting or using accommodations mandated by lawAccommodations like note takers or extra time on tests are typical changes that are retrofitted to minimize the impa
33、ct of a disabilityThese are ways to practice nondiscrimination,but they are not based on pedagogy,or concerns about student learningIt is preferable to practice UDI proactively,Benefits of UDI,Todays college student population is increasingly diverse in:Educational background,age,gender,ethnicity,re
34、ligion,culture,primary language,and disabilityFaculty who incorporate UDI at the onset create greater opportunities for learningALL students benefitReduce potential stigma of accommodationsLearning environments can never be entirely accessible to all students individual needs.Some accommodations wil
35、l be necessary,but all learning environments can be made more accessible and inclusive.UDI does not mean lowering your academic standardsUDI helps you become a better teacher!,What weve Done So Far:,Professional Development:Pilot workshop series,Spring 2006First:Disability Awareness and Accommodatio
36、nsSecond:Universal Design for InstructionThird:Assistive TechnologiesDevelop Certificate for Faculty in Fall 2006,Research on Mentoring,Benefits to mentees,Learn specific skillsDevelop critical thinkingEngage in meaningful tasksFacilitates entry into specific professionProvides advice,encouragement
37、and feedbackRaises expectations and future aspirationsGirves,J.E.,Zepeda,Y.,&Gwathmey,J.K.(2005).Mentoring in a Post-Affirmative Action World.Journal of Social Issues,61,449-479.,Benefits to mentors,Satisfaction of helping another person develop professionallyEnthusiasm and the feeling of accomplish
38、mentIdeas and feedback about ones own workNetwork of mentees and fellow mentors to collaborateRecognition of service to the communityPotential for professional developmentMay serve to effect their own transformationsGirves,Zepeda,&Gwathmey(2005),Institutional Benefits,Better retentionBetter learning
39、 environment for all studentsClearer policiesIncreased productivity and commitmentImproved cooperation and cohesivenessMore positive feeling toward campus,and sense of communityGirves,Zepeda,&Gwathmey(2005),Obstacles to participation,Mentoring is assumed to happen naturallyMentoring programs are som
40、etimes viewed as remedial and avoidedPeople are too busy to participateMentors feel self-conscious and inadequateMen are reluctant to mentor women because of sexual harassment issuesLack of awareness of how the program worksPrograms cost moneyBoyle,P.,&Boice,B.(1998).Systematic mentoring for new fac
41、ulty teachers and graduate teaching assistants.Innovative Higher Education,22,157-179.,Considerations for students with disabilities,Need for accommodations to participateAre all materials accessible?Mentor preparationConfidentiality and disclosure of disabilitiesHow can mentors acknowledge the need
42、s of youth with disabilities while encouraging excellence?Sword,C.,&Hill,K.(2002).Creating Mentoring Opportunities for Youth with Disabilities:Issues and Suggested Strategies(Vol.1,pp.1-5).NSCET.Available online:http:/www.ncset.org/publications/viewdesc.asp?id=704.,Postsecondary programs for student
43、s with disabilities,Disability Mentoring Day at Columbus State University 21 faculty and staff members mentored 15 students Students shadowed the faculty or staff member for a few hours Positive feedback:Faculty reported that they better understood the students challenges and capabilities,students f
44、elt they were usefulNorman,J.(2004,Summer).Mentoring to raise awareness.AHEAD Alert Newsletter.Waltham,MA:Association on Higher Education and Disability.,Bridges project in Michigan College success class which included students developing self-advocacy plans and sharing them with volunteer faculty f
45、or feedback Students valued the College Teacher Forum on Disabilities,a one-hour workshop that they developed and presented themselves to faculty Class of nine students reached over thirty faculty through these efforts Students felt more confident to self-advocate,and faculty said workshop was the b
46、est they had attended.Lamb,M.(2002).Preliminary findings on a college success class for students with disabilities.(MS#016b(3)-H01).Honolulu:National Center for the Study of Postsecondary Educational Supports(NCSPES),University of Hawaii at Manoa.,Campus to Career Mentor ProjectMatched 58 college st
47、udents with disabilities to 46 professionals Provided career transition workshops to studentsJob shadowing and summer work experiences at mentors workplaceStudent-developed career portfoliosBrainstorming for self-determinationInsufficient report of program evaluationIdentified need for students to h
48、ave“life mentors”Koehmstedt,S.,Edman,J.,Contreras,A.,Campisi,C.,Longmore,P.,Kilbourne,J.(1997).Campus to Career Mentor Project for Students with Disabilities.Project Manual.San Francisco State Univ.,CA.,1997(From ERIC:ED411613),DO-IT Scholars Program at University of WashingtonEmploys computer media
49、ted communication(CMC,email and the internet)to connect students with disabilities in high school to mentors with disabilities and to peersProgram follows students as they transition to college,then they become mentors themselvesProvides adaptive technology for studentsCMC allows even shy students t
50、o communicate comfortably with mentorsCMC allows sustained relationships over time and distance,DO-IT continuedCombined with Summer programs on college campus,providing face-to-face interactionAccessible to students who have difficulty accessing print173 participants in the program between 1993 and
