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Grinnell College
Inclusive Teaching Practices for Supporting Students
with Disabilities
Katherine DeibelUniversity of Washington
April 7, 2010
Grinnell College 2
Who I Am
▬A …LAST… year grad student in CSE▬Research Area(s):
Education, technology, and disability▬Disability Advocacy at UW▬Publications on disability and teaching
▬Interviews with UW students with disabilities
▬I’m an armchair educator
April 7, 2010
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Respecting Others
▬Disability is a complex and personal subject▬Treat others as you want to be treated▬Respect opinions of others▬React with teaching not anger▬Use the words you feel comfortable with▬Ask questions (verbally or by paper)
April 7, 2010
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University Students with Disabilities
▬Increased enrollments (entering freshmen)▬1978: 2.3%▬1998: 9.8%
▬Estimates of 4-year undergraduates with disabilities▬10.6% (2004)▬11.3% (2003)
April 7, 2010
Sources: Scott et al, 2003; NSF 2004-316; NCES 2006-184
How can universities best service students with disabilities?
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Disabilities in the ClassroomWhat disabilities do expect to see among your students?▬ADHD▬Dysgraphia/dyslexia▬Depression / Anxiety▬Mobility issues▬Asperger’s▬Autism spectrum▬ Vision issues▬Hearing Issues
April 7, 2010
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Disabilities – U.S. College Students
April 7, 2010
Learning 55%
Mental/Emotional 10%
Health 6%Other 5%
Mobility 12%
Speech 1%
Visual 5%
Hearing 6%
Disabilities at U.S. Colleges & Universities (NCES Report 1999-046)
Disabilities of Students Registered with Disability Services at 4-year U.S. Universities
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Only Part of the Picture…
▬Only students registered with disability services▬Do all students with disabilities register with
disability services?
NO!▬Education studies show a tendency for students
to delay or avoid registering
April 7, 2010
Grinnell College 8
Disabilities and RegistrationWhy would a person not register with disability services?▬Stigma▬Lack of knowledge about resources or having a
disability▬Bureaucracy▬Diagnosis▬Resistance to diagnosis (self or family)▬Expense
April 7, 2010
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Disabilities and Registration
▬Cost of registration / confirmation / diagnosis▬Stigma / ridicule / negative past experiences▬Unaware of eligibility / disability status▬Not eligible for accommodations▬Easier to self-accommodate▬No appropriate accommodations▬Accommodations are not helpful
April 7, 2010
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Implications for Teaching
▬Just servicing students with accommodation requests is not enough
▬Provide support for the “unknown” students with disabilities
▬Even better… raise the quality of education for all students of all abilities
April 7, 2010
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Inclusive Education▬Provide an equitable educational experience for
all students of all abilities▬Proactively minimize the need for students with
disabilities to request accommodations▬Build supports into regular teaching practice▬Not limited to classrooms:
▬Departmental resources and events▬Libraries, labs, computing, etc.▬Extracurricular activities▬Student services and offices
April 7, 2010
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Inclusive Education – Basic Idea
▬Reduce the need for accommodation requests▬Attempt to avoid inaccessible teaching practices
April 7, 2010
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This is Not Inclusive Education
April 7, 2010
Blah blahLesson 2 ▓
ASL ASL
zzz
Stuff to Learn− Lesson 1− Lesson 2− Lesson 3
Lesson 2
▬ ASL signers▬ Audio amplification▬ Live captioning▬ Braille displays▬ Modular seating▬ ...
WASTE OF RESOURCES!!!
Anticipate everything by making all classes include:
Built-in Classroom Accommodations
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This is Also Not Inclusive Education
April 7, 2010
▬ PowerPoint▬ Graphs or diagrams▬ Verbal lectures▬ Written communication▬ Physical movement▬ Psychic communication▬ …
TOO PARANOID TO TEACH!!!
Avoid anything that is non-accessible:
???
????????????
???
Avoid Anything Inaccessible
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Principles of Inclusive Education▬Awareness of students’ diverse abilities▬Raise quality of education for all students▬Minimize (not eliminate) need for accommodations▬Universal design
▬Proactive instead of reactive▬Improve access and usefulness for everyone
▬Utilize sound pedagogical practices▬Use technology appropriately
April 7, 2010
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The Student Perspective▬Question:
How successful is UW’s CS Education at including students with disabilities?
▬Published in:▬Forthcoming book, UW Press.▬K. Deibel. Course Experiences of Computing Students
with Disabilities: Four Case Studies. SIGCSE 2008. ▬K. Deibel. Studying Our Inclusive Practices: Course
Experiences of Students with Disabilities. ITiCSE 2007.
April 7, 2010
Grinnell College 17
Meet Our Guides
AlanAnimation courseArtDevelopmental DisabilityUses disability services
Dave CS1 Psychology OCD, depression, anxiety
SethCS1Intended CS majorDeaf in one ear
Pam CS2 Intended CS or EE major Generalized anxiety disorder
April 7, 2010
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Student Profile: Alan▬26 year old male junior (commuter)▬Developmental disability affecting
memory and reading/writing ability▬Enrolled in a computer animation course▬Art major▬Registered with disability services
▬Books-on-tape▬Note takers▬Extra time on tests
April 7, 2010
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Student Profile: Seth▬18 year old male freshman▬Deaf in left ear▬Enrolled in CS1▬Interested in computer engineering▬Plays saxophone in a jazz band▬Used a hearing aid as a child▬Chooses not to use a hearing aid now
April 7, 2010
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Student Profile: Pam▬19 year old female freshman▬General anxiety disorder▬Enrolled in CS2▬Interested in CS or EE▬Recent diagnosis of anxiety disorder and
panic attacks▬Discloses only to family and close friends▬Only beginning to view anxiety as a
disability
April 7, 2010
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Student Profile: Dave▬19 year old male freshman▬Obsessive-compulsive disorder, anxiety,
and low-level depression▬Enrolled in CS1 (out of curiosity)▬Psychology / Pre-Med major ▬Does not view himself as disabled▬Father called up for deployment to Iraq▬Applied for a hardship course withdrawal
April 7, 2010
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Our Guides
April 7, 2010
Alan
Seth
Pam
DaveMen
tal/
Emotio
nal
Hearing
Learning
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What Are Inclusive Practices?
▬Do not be a jerk▬Understand and support student self-advocacy▬Encourage classroom community▬Attend to different learning styles▬Artifact the classroom▬Address mistakes promptly and smartly▬Flexibility and adaptation ▬Thinking thoroughly about assessment▬Compromise
April 7, 2010
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Practice: Do Not Be a Jerk
▬Disability stigma shapes perception of a person▬To be pitied or in need of extra help▬Less intelligent or capable▬Lowered expectations:
McDermott. “The Acquisition of a Child by a Learning Disability.” 1993.
April 7, 2010
Alan
Told he would fail in the design industry because of his disability despite a resume showing design experience and strong management skills.
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Practice: Do Not Be a Jerk
▬Difficult to relate to most invisible disabilities ▬Misunderstandings on impact of disability
▬Andrew Imparato, President of AAPD▬Bipolar Disorder
▬Once asked in a job interview, “Everyone sees a therapist nowadays, what’s the big deal?”
▬“Liz”, Political Science Graduate Student▬Learning and attention disabilities
▬Instructor told her that everyone has preferred learning styles and good students need to learn to adjust
April 7, 2010
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Practice: Do Not Be a Jerk
▬Accusing students of lying or fraud▬Chronicle of Higher Education articiles:
Williams & Ceci (1999)
Zirkel (2000)
▬Rebecca Cory’s “Walmart Shoplifting Policy”▬Some shoplifting will occur▬Put in systems to minimize it▬Do not close store to prevent shoplifting
April 7, 2010
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Practice: Understand Self-Advocacy
▬Taking personal responsibility (good or bad) for managing one’s education and (dis)ability
Seth
▬Chooses not to use a hearing aid▬Usually chooses seating positions that
favor his good ear▬Sometimes sits by friends instead
▬Contacts instructors before start of every term about accommodations
Alan
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Practice: Understand Self-Advocacy
▬Some disabilities limit communication▬Speech and communication disorders▬Anxiety issues
April 7, 2010
Would you ask an instructor or TA for help regarding your anxiety?
“Because of the person I am, I probably “would not tell them and try to deal with the “problem myself... I’d just think I’d be kind “of embarrassed and feel like I was just “complaining...”
Pam
Q:
Grinnell College 29April 7, 2010
Practice: Understand Self-Advocacy
▬Failure in self-advocacy leads to self-loathing and embarrassment
“Generally, I try to keep my parents out of my business being that I’m a junior in college, but at this point my mom did get involved because she saw how frustrated and angry I was.”
Alan
Describing the aftermath of failing to receive the animation textbook on tape in time.
Grinnell College 30April 7, 2010
Practice: Encourage Community
▬Include accommodations statement in syllabus▬Discuss on first day of class
▬Foster a classroom community and dialogue:▬Discuss diversity of abilities and learning styles▬Encourage students to give feedback on your
pedagogical practices▬Discuss relevant disabilities to entire class
▬If disability has a noticeable impact on the class▬Only with permission and cooperation of student
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Practice: Different Learning Styles
▬Students can readily identify what teaching styles work or do not work for them
Seth
▬Prefers when instructors write and say aloud what they are doing
▬Helps bypass his hearing problems
Alan
▬Software tutorials in class difficult to take notes about
▬Recognizes usefulness to others
Grinnell College 32April 7, 2010
Practice: Different Learning Styles
▬Students can readily identify what teaching styles work or do not work for them
▬Views in-class problems as productive▬OCD can lead to him obsessing over why
a solution does not work▬Uses provided slides to look ahead and
understand the solution▬Thus avoids being distracted
Dave
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Practice: Different Learning Styles▬Make deliberate pauses after
▬Asking a question▬Making an important point
▬Allows time for▬Reflection▬Taking notes▬Forming one’s thoughts or response
▬Benefits:▬Reflective learners▬Cognitive disabilities
April 7, 2010
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Practice: Different Learning Styles
▬Learning styles and multiple intelligences▬MBTI, VAK, Multiple Intelligences
▬Some disabilities similar to learning styles▬Students can recognize their preferred styles
▬Discuss in class▬Online tests available
April 7, 2010
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Practice: Different Learning Styles
▬If you are writing something down, say it▬Avoid deictic terms: “there, here, etc.”
▬If you are saying something, write it down▬Do not write everything▬Write down key words, numbers, names, etc.
▬Benefits ▬Both verbal and visual learners▬Vision and hearing disabilities
April 7, 2010
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Practice: Artifact the Classroom
▬Have a course website▬Make course materials available online▬Provide lecture notes and slides▬Benefits:
▬Less pressure to capture perfect notes▬Safety net for
▬Hearing or vision mistakes
▬Comprehension difficulties
▬Absences due to health or doctor appointments
April 7, 2010
Grinnell College 37April 7, 2010
Practice: Artifact the Classroom
▬Make course materials available on the course website
Seth
▬Lessens criticality of taking accurate notes in class
▬Fallback in case he mishears or misses something in lecture
Alan
Grinnell College 38April 7, 2010
Practice: Artifact the Classroom
▬Make course materials available on the course website
Pam
Dave
▬Reduces anxiety about getting lost in class
▬Reduces anxiety if a lecture is missed
Grinnell College 39
Practice: Artifact the Classroom
▬Textbooks▬Ideally present information visually and verbally▬Decide on course texts early to give time for
digitization▬Consider books that have electronic versions
▬Course webs ▬Make sure they meet accessibility standards (WCAG)▬Catalyst web tools▬Include syllabi, handouts, assignments, etc.
April 7, 2010
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Practice: Artifact the Classroom
▬Community / shared note-taking▬Print over handwriting (when possible)
▬Digitize your talks: PowerPoint, PDF, etc.▬Provide print copies of your lecture notes
▬Record what you can:▬Digital camera shots of whiteboards▬Tape recording▬Podcasting
April 7, 2010
Grinnell College 41April 7, 2010
Practice: Artifact the Classroom
▬UW Podcasting Initiative▬Automatic audio recording and online posting of
lectures for some courses▬Motivated primarily to be cutting-edge▬Not considered [originally] as a disability support▬Usage and performance being studied and evaluated
Grinnell College 42April 7, 2010
Practice: Artifact the Classroom
▬Podcasting▬None of the CS courses used podcasting▬Students’ other courses have used podcasting
▬Lessens stress of note taking
Alan
Seth
▬Fallback in case he mishears or misses something in lecture
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Practice: Artifact the Classroom
▬Podcasting▬None of the CS courses used podcasting▬Students’ other courses have used podcasting
April 7, 2010
“I’ve never done that because I’ve never “had this much trouble with a class before “but I definitely would with computer “science if that were an option... It would “be so much “nicer to have a podcast.”
Dave
When asked if he has ever listened to podcast lectures in his other courses
Grinnell College 44April 7, 2010
Practice: Artifact the Classroom
▬Podcasting▬None of the CS courses used podcasting▬Students’ other courses have used podcasting
▬Provided note takers do not capture all the material in a lecture
▬Podcasts helpful for filling in gaps▬Advantageous for commuter students
Alan
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Practice: Artifact the Classroom
▬Podcasting▬None of the CS courses used podcasting▬Students’ other courses have used podcasting
April 7, 2010
“I actually recently purchased an iPod for podcasts, and I’ve taken lectures with podcasting before and have done really well when it has been podcasted because I have been able to keep up and I can listen to it anywhere… on the bus…"
Alan
Grinnell College 46April 7, 2010
Practice: Address Mistakes
▬Even minor breakdowns in access lead to problems and frustrations
Pam
▬CS1 and CS2 use a password protected online textbook
▬Pam used CS1 text to prepare for exams and assignments
▬CS2 TA forgot to give out password▬Increased Pam’s anxiety over CS2 exams
and assignments
Grinnell College 47April 7, 2010
Practice: Address Mistakes
▬Even minor breakdowns in access lead to problems and frustration
▬Animation course lectures were mainly software tutorials
▬Difficult for Alan to take notes▬A set of tutorials on DVDs were available
but only during TA lab hours▬Availability further limited by Alan being a
commuter student
Alan
Grinnell College 48April 7, 2010
Practice: Flexible Pedagogy
▬Vary your teaching practices▬Complement partially inaccessible approaches with
more accessible ones
▬Example: Using Diagrams▬Visual aids can be powerful tools▬Potentially problematic for the visually-impaired ▬Work with visually-impaired students to identify an
alternative approach
Grinnell College 49April 7, 2010
Practice: Flexible Pedagogy
▬Adapt to your students when necessary▬Example: Kinesthetic Learning
Student in a wheelchair▬Don’t say “Everyone stand up”▬Say “Everyone, get away from your desk and find
some space to move?
Student with anxiety or social issues▬Constrain stressors for that person▬Take on or model key positions first▬Respect and allow non-involvement
Grinnell College 50April 7, 2010
Practice: Rethink Assessment
▬We teach with learning goals in mind▬Assessments let students demonstrate their
progress towards learning goals▬Learning goals should be clear in the design of
assignments and exams
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Practice: Rethink Assessment
Assignments and Homework▬Identify key learning goals for assignment▬Provide scaffolding
▬Separate form and content / message and medium
▬Offer multiple alternatives when possible▬E.g., A presentation instead of an essay
▬Make the assignment piece-wise ▬Require some pieces to be completed▬Optional to complete other pieces
Grinnell College 52April 7, 2010
Practice: Rethink Assessment
Exams and Quizzes▬Exams test students’ mastery of applying their
knowledge in a limited time period▬Time limits negatively impact many disabilities
▬Learning disabilities▬Anxiety disorders▬Sensory difficulties
▬Time limits impact non-disabled students too
Grinnell College 53April 7, 2010
Practice: Rethink Assessment
Exams and Quizzes▬Expand time limits for all students
▬Take home tests
▬Offer alternatives to tests▬Projects, reports, etc.
▬Let students decide between exam options
Grinnell College 54April 7, 2010
Hey wait…
▬What about cheating?▬Can we trust the students to do their own work?▬Won’t this take a lot of time to implement?▬You’re asking a lot of me, aren’t you?
Grinnell College 55April 7, 2010
Inclusion is about Compromise
▬Compromise with yourself▬Identify your preferences for teaching▬Move closer to inclusive practices as comfortable▬Be willing to invest more effort in the short term for
benefits in the long term
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Inclusion is about Compromise
▬Compromise with the students▬Listen to the students about what works▬Adjust as far as you are comfortable ▬Complement partially inaccessible approaches with
more accessible ones
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Inclusion is about Compromise
▬Compromise with the course goals▬Some materials and tasks…
▬…are required▬… will be hard▬… are inaccessible
▬Question why some challenges and barriers exist▬Push and challenge when appropriate
Grinnell College 58April 7, 2010
Summary: Inclusive Teaching Is…
▬Improving the quality of learning for all students of all abilities
▬Learning about human diversity▬Guaranteeing access, not success▬Compromise and progress
Grinnell College 59April 7, 2010
But I have more questions…
▬Resources abound:▬Disability Resources for Students▬DO-IT: http://www.washington.edu/doit/
▬A community of help and dialogue:▬Your students▬Your teaching colleagues▬Your departments▬Your institutions
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Concluding Thoughts
▬Think about ability and disability▬Aim to help everyone▬Take it slowly or fast▬Enjoy your teaching
April 7, 2010
Grinnell College 61April 7, 2010
Thanks
▬Acknowledgments:Grinnell College, Janet Davis, Henry Walker, Karen McRitchie, Ken Yasuhara, Practical Pedagogy, DO-IT, Sheryl Burgstahler
▬For more information, please contactKate Deibel <[email protected]>http://www.cs.washington.edu/homes/deibel
Questions? Comments?