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Reaching ALL Learners
Integrated Training
Students with Disabilities as Diverse Learners Project
Center on Disability StudiesUniversity of Hawai‘I
Honolulu, HIwww.ist.hawaii.edu
Overview
I. About the SDDL ProjectII. Cultural DiversityIII. Universal Design for LearningIV. MentoringV. Wrap Up and Post-Survey
About the SDDL Project
For More Information
Steven Brown [email protected] Project Coordinator Megan Conway [email protected] Training Coordinator
Website www.ist.hawaii.edu
CULTURAL DIVERSITYCULTURAL DIVERSITY
Circle of connected hands of different colors
TopicsTopics
I. Disability and DiversityII.CultureIII.Resources
PurposePurposeThe purpose of this module is to
expand and strengthen faculty knowledge, skills, and positive attitudes towards cultural diversity and Students With Disabilities (SWD).
Cartoon images of diverse sizes, colors, and body shapes holding hands. One figure is in a wheelchair.
DisabilityDisability The Americans with Disabilities Act
(1990) includes a three-part definition of disability.
Under the ADA, an individual with a disability is a person who:
◦ Has a physical or mental impairment that substantially limits one or more major life activities.
◦ Has a record of such an impairment.
◦ Is regarded as having such an impairment.
Hidden/Invisible Disabilities: Hidden/Invisible Disabilities: A Disability that Cannot Be A Disability that Cannot Be
SeenSeen
Students with hidden/invisible disabilities are among the fastest growing category of students with disabilities attending postsecondary institutions.
The same principle of equal access applies to accommodations for students with invisible disabilities as well as students with visible disabilities.
Circle of connected hands of different colors
To Disclose or Not to To Disclose or Not to Disclose…Disclose…
Reasons people do not disclose and the consequences:
Do not regard themselves as having a disability.
Fear of personal questions or people finding out.
Fear of reprisal (discrimination). Shame or embarrassment. Fear people will treat them differently
or isolate them. Stigma associated with having a
disability.
Disability CultureDisability Culture
Arguments for Disability Culture Include shared: History Stigma Political
advocacy Language Arts Geography Experiences
Arguments against Disability Culture Include Differences in: Religion Food Family customs
Multiple schools of thought surrounding Disability Culture Disability Culture
How Are Disability and How Are Disability and Cultural Diversity Cultural Diversity
Related?Related?
The “Double Oppression”◦Disabled persons may experience a “double oppression”. Since cultures view disability differently, it is important to be aware that not all individuals will seek and accept assistance in the same manner
Circle of connected hands of different colors
How Are Disability and How Are Disability and Cultural Diversity Cultural Diversity
Related?Related?Questions to ask yourself
◦What is your personal definition of disability?
◦Where did your definition of "disability" come from?
◦How does your definition of disability affect how you approach your students?
◦How might your understanding of another culture affect your teaching style?
What is Culture?What is Culture?SYSTEM of learned and shared
standards.
An INTEGRATED PATTERN of human behavior.
SCRIPTS - what to expect and what is expected in certain cultural settings.
VALUES - unstated assumptions and standard operating procedures.
*
Cushner, McClelland, & Safford (1996), Human Diversity in Education: An Integrative Approach, p. 66
TheIndividual
School
Church
Community
Neighborhood
Peer Group
ElectronicMedia
Family
Technology
Workplace
Print Media
The Arts
Sports
““Socializing Agents Transmit Socializing Agents Transmit Culture”Culture”
Examples of CulturesExamples of Cultures
Ethnic/RaceDisability OrganizationalLesbian/Gay/TransgenderedMilitary
Sources of Sources of Cultural Cultural IdentityIdentity
Disability, Cultural Diversity Disability, Cultural Diversity and the Classroom: Keeping An and the Classroom: Keeping An
Open Mind Open Mind
Working in a Multicultural environment takes:◦ Time◦ Work◦ Adaptability
Students with Disabilities may come from culturally and linguistically different backgrounds from yours. They need you to keep an open mind, exercise patience, and understand that professional development is work.
Circle of connected hands of different colors
ResourcesResources
Multiculturalism National Multicultural Institute
http://www.nmci.org/
Awareness Activities EdChange Multicultural Pavilion http://www.edchange.org/multicultural/activityarch.html
Suite 101.com- Quiz on Intercultural Competence http://skill-assessment.suite101.com/article.cfm/quiz_on_intercultural_competence
Resources continued…Resources continued…Disability Individuals with Disabilities as Diverse Learners
Project www.ist.hawaii.edu The Center on Human Policy, Law, and Disability
Studies - Syracuse University http://disabilitystudies.syr.edu/resources/otherdisabilityresources.aspx
The Division of Persons with Disabilities Disability Sensitivity Training Center http://www.iowa.gov/dhr/pd/eworkshop/CourseOverview.htm
Virginia Commonwealth University- Division of Health Careers/Education and Special Services Disability Awareness Quiz http://www.specialservices.vcu.edu/facultystaff/quiz.html
VSA Arts www.vsarts.org
Universal Design for LearningUniversal Design for Learning
TopicsTopics
I. UDL Definition and Importance
II. UDL Applications
III. Resources
I.I. DefinitionsDefinitions
• Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.”
~Ron Mace
“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.”
~CAST www.cast.org
ChallengeChallenge
What’s wrong
with this
picture?
Universal DesignUniversal Design
Who benefits from curb cuts?
ChallengeChallenge
Learners are diverse!
Universal Design for LearningUniversal Design for Learning
3 Principles of UDL3 Principles of UDL
Multiple means of…Multiple means of…
II.II. Applications: Instructional Applications: Instructional MethodsMethods
• Direct
• Indirect
• Experiential
Methods - DirectMethods - Direct
Examples of UDL Examples of UDL ApplicationsApplications
Examples of UDL Examples of UDL ApplicationsApplications
Asynchronous Format
Synchronous Format Face-to-Face
Learning at one's own convenience at different times and different locations as others taking the same course.
Learning from a different place at the same time with others taking the same course.
Groups can be organized to work on case-studies and/or student-directed learning.
Methods – Indirect and Methods – Indirect and DistanceDistance
Methods - ExperientialMethods - Experiential
Lab demonstrations Three-dimensional models
Role-play
Lab demonstrations supports one of the ways students can express what they know and learned. This can be done in conjunction with writing out steps.
Three-dimensional models create an expressive way students can learn and relay what they know by using a kinesthetic approach.
Role-play is a way for an array of diverse learners to express what they have learned.
Applications: Instructional Applications: Instructional MaterialsMaterials
• Power Points
• Audio and Visual
• Texts and Notes
Materials - Power PointsMaterials - Power Points
UDL Tips– Use to give structure to a
presentation– Integrate images wherever
possible– Less is more– Be sure to read slides/pass
out and post note pages
Materials - Audio & VisualMaterials - Audio & Visual
UDL Tips– Represent language concepts visually
– Include audio and video recordings
– Be sure to include open captioning & audio description where necessary
Materials - Texts & NotesMaterials - Texts & Notes
UDL Tips– Alternative textbooks
– Alternative formats
– Instructor and student notes online
– Interactive & descriptive syllabus
Materials -TechnologyMaterials -Technology
UDL Tips– Utilize online materials
– Encourage enhancement of tech skills
– Ensure online accessibility and W3C compliance
III. Further ResourcesIII. Further Resources
General Information About Universal Design for Learning
Center for Applied Special Technology (CAST) www.cast.org
TRACE Research Center http://trace.wisc.edu/about
National Universal Design for Learning Taskforce http://www.advocacyinstitute.org/UDL
ResourcesResources
Universal Design in Postsecondary Education
IST Project www.ist.hawaii.edu Renton Technical College
http://webs.rtc.edu/ii/dsdp.html Equity and Excellence Project
www.eeonline.org DO-IT Project www.washington.edu/doit Faculty Ware
www.facultyware.uconn.edu/home.cfn
ResourcesResources
Learning Style Inventories www.usd.edu/trio/tut/ts/style.html www.engr.ncsu.edu/learningstyles/ilsweb.html
Web Accessibility WebAIM http://www.webaim.com WWC3 http://www.w3.org/WAI Captioning http://www.universalsubtitles.org/en/
http://webaim.org/techniques/captions/
Two hands holding the Earth.
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MentoringMentoringI’ll be your Mentor
A black figure sitting on a brown block
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ExerciseExercise Exercise #1: Mentors in your Life
(can be conducted with a group or individually)
a.Have you had mentors?b.If so, think about some of your mentors
1. What did you like best about the mentoring relationship?2. Was there something about the mentoring relationship you didn’t like?3. What, if anything, would you have changed? 4. If you haven’t had mentors, what would you like from a mentor?
c.Think of one experience or story from one mentoring relationship you’d be willing to share with the group to describe something you really liked about your mentoring relationship.
• To discuss mentoring history and general concepts.
• To provide information about mentoring in general in postsecondary education.
• To provide information about mentoring related to individuals with disabilities in postsecondary education.
• To offer suggestions for using mentoring related to individuals with disabilities in postsecondary education.
• To share exercises to be used to facilitate mentoring in postsecondary education.
GoalsGoals
48An archer shooting an arrow
The History of MentoringThe History of Mentoring Mentoring, both conceptually
and in practice, is ancient.
Greek author Homer described Odysseus leaving for battle and requesting his friend Mentor to guide and protect his son in his absence.
Since the 20th Century when organizations such as the Big Brothers, Big Sisters and 12-step programs were popularized, mentors models have proliferated.
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Ancient
mentoring
A black figure mentoring a Romanian person
Mentoring is a dynamic, reciprocal, long-term formal, or
informal, relationship that focuses on personal and/or
professional development. A mentor is a sounding board and
guide. Mentors provide perspective, resources, and ask
thought-provoking questions. In the ideal mentoring
relationship, mentors and mentees or protégés learn and
teach each other.
What is Mentoring?What is Mentoring?
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Two black figures shaking hands
Brown, Takahashi & Roberts, 2010
Mentoring ModelMentoring Model
.
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black figure holding a magnifier glass
Brown, Takahashi and Roberts, 2010
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Working
Learning
Connecting
Thriving
Leading
A black figure with a question mark over his head
Why Mentoring is ImportantWhy Mentoring is Important
Hare, R. (2008). Plotting the course for Success: An Individualized Mentoring Plan for youth with disabilities. Washington, D.C: National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership.
TypesTypes of Mentoring:of Mentoring:
How the Model AppliesHow the Model Applies
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Longevity
Commitment
Socializing and Spending time in more casual settings
Relationships more casual and informal
Collaboration
Time Together-Distance or Face-to-Face
MentorMentee
A black figure holding a mentor sign
A black figure sitting on a blue box with a question mark over his head
Mentoring ComponentsMentoring Components
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Reciprocity• Mentor and mentee both learn from experience.
Informality• Most mentors/mentees consider their relationship casual
Longevity• Mentors and mentees are together for longer than a year.
Socializing• Drinking coffee, socializing, spending time together in non-
academic ways.Technology
• Using computer and networking technologies for electronic, or e-mentoring.
Mentoring ComponentsMentoring Components
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Collaboration • Cooperation, such as exploring scholarly research
writing, and presentations together.
Communication• Face-to-face meetings, emails, and phone conferences.
Commitment• Mentors and mentees make a long-term commitment
(generally at least a year.)
Transferable • Faculty and student mentoring relationship evolve over
time. Relationships may continue after a student graduates. Mentoring relationships are fluid and can take a different shape over time/
Common Student/Faculty Common Student/Faculty Mentoring ActivitiesMentoring Activities
Meeting to discuss academics, major selection, career goals, graduate schools, and personal matters.
Assisting with questions about University policies and campus resources/services
On campus lunches or coffee breaks.
Activities
Attending professional meetings with student mentees and holding discussion groups.
Reviewing resumes, scholarship applications and preparing for internship interviews.
Participating in student life and development, student leadership and special events.
Preparing and presenting at conferences.
Attending student’s graduation, meeting family and friends.
(Partners for Success, California State University @ Long Beach)
Retention of students
Promotes accessibility
Promotes inclusion
Matriculation for students with disabilities
All are a hole in one!!!Click on the black holes to see the benefits. (Left to right)
Creates inclusive environments
Transfer skill sets to other areas
Increases the knowledge, skills and awareness of faculty members related to disability issues
Students with disabilities are both mentees mentors
Friendships
Why is Mentoring Important for Why is Mentoring Important for Faculty and Students with Faculty and Students with
Disabilities in Postsecondary Disabilities in Postsecondary Education?Education?
58A black figure holding red balls
What Have We Learned About What Have We Learned About Faculty-Student Mentoring? Faculty-Student Mentoring?
Students with disabilities are both mentees of faculty in areas of the faculty’s expertise and mentors to faculty in areas about disability.
Sharing perspectives. Communicating and interacting are the essence of the mentoring relationship.
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4 8
A black figure teaching two students, one of them is a student using a wheelchair
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Things to Consider When Mentoring Things to Consider When Mentoring Students with DisabilitiesStudents with Disabilities
• A mentor should always locate an accessible place in which to meet
• A mentee with a health condition may tire easily and need a flexible schedule, i.e., accommodate by planning a morning meeting rather than afternoon because the mentee tires later in the day
• A specific time to eat and a special menu because they for example have diabetes
Things to Consider When Mentoring Things to Consider When Mentoring Students with DisabilitiesStudents with Disabilities
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• A mentee with a physical disability may have challenges with transportation and, as a result, be late for mentoring meetings
• The mentee who is deaf or hard of hearing will likely need an interpreter or assistive technology at mentor meetings
• A mentee with a hidden disability such as a learning disability. ADD or ADHD may appear overwhelmed and confused at times. Be patient!
Be open to working with students with disabilities.
Keep in mind that good mentor/mentee relationships do not happen overnight.
Open communication is important.
Mentor/mentees need to develop the best way to work together.
Seek opportunities to maintain contact.
Both mentee and mentor discuss expectations, so they are in agreement about what to expect from the mentoring relationship.
RecommendationsRecommendations
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A black figure playing chess
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ExerciseExerciseExercise #2: Mentoring Relationships
(can be conducted with a group or individually)
a.Describe a mentoring relationship (as mentee and/or mentor) that you have had in the postsecondary environment where diversity was a key component of the relationship.
1.Were you the mentor, mentee or both?2.Was this a formal or informal relationship and how did it start (i.e. were you participating in a mentoring program or did the relationship just evolve)?3.Did the issue of diversity and/or disability enter into the relationship?
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ExerciseExerciseExercise #2: Mentoring Relationships (Continued)
4. What did you learn from the relationship?5. What did you bring to the relationship?6. What were the challenges and successes of maintaining
the mentoring relationship?7. How did you maintain the relationship over time?8. What did this mentoring relationship mean to you in the
long term?9. How did your mentoring relationship evolve over time
i.e., (instructor, advisor, supervisor, mentor, friend).
American Association of People with Disabilities(AAPD): http://www.aapd.com/
Association of Higher Education and Disability (AHEAD): http://ahead.org/
DO-IT (Disabilities, Opportunities, Internetworking, and Disabilities, Opportunities, Internetworking, and Technology): http://www.washington.edu/doit/Technology): http://www.washington.edu/doit/
STRIDE (Successful Transitions in Diverse Environments) STRIDE (Successful Transitions in Diverse Environments) Hawai‘i: http://www.hawaii.edu/stride/Hawai‘i: http://www.hawaii.edu/stride/
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ResourcesResources
ReferencesReferencesBrown, S. E., Takahashi, K., and Roberts, K. D. (2010). Mentoring individuals with
disabilities in postsecondary education: A review of the literature,” Journal of Postsecondary Education and Disability, 23(2), 98-111.
Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center postsecondary education. HEATH Resource Center NewsletterNewsletter. George . George Washington University, Washington, D.C. Retrieved from Washington University, Washington, D.C. Retrieved from http://www.ist.hawaii.edu/products/
Hare, R. (2008). Plotting the course for Success: An Individualized Mentoring Plan for youth with disabilities. Washington, D.C: National Consortium on Leadership and National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership.Disability for Youth, Institute for Educational Leadership.
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