Bauman Moscow State Technical University Professional Development Seminar Sponsored by: PENInternati

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Bauman Moscow State Technical University
Professional Development SeminarSponsored
byPEN-International

• 18-19, November 2004

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Helping Deaf Students to Succeed in University
Training Faculty Focus
Nancy M. Castle, Ph.D. Northern Illinois
University DeKalb, Illinois
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Faculty interaction a key to success for all
university students
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Faculty interaction can be a problem for deaf
students
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Improved Awareness Improved Behavior?
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Traditional awareness training

• Information overload
• No practice

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• Northern Illinois University Project
• Goal Improve student success by helping faculty
  to be better teachers

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• Approach
• Intensive Training
• Follow up Contact/Mentoring
• Required Project

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Intensive training

• Learning styles
• auditory
• visual
• tactile
• Disability information
• Instructional design

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Learning Styles

• When you concentrate are you
• distracted by untidiness or movement ?

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Learning Styles

• When you concentrate are you
• distracted by untidiness or movement ?
• distracted by noise in the environment?

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Learning Styles

• When you concentrate are you
• distracted by untidiness or movement ?
• distracted by noise in the environment?
• distracted by activity around you?

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Disability Information

• Consistent with visual, auditory and tactile
  learning styles.

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Disability Information

• Consistent with visual, auditory and tactile
  learning styles.
• Impact of a disability on students ability to
  learn the information

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Universal Instructional Design

• Designing your course to engage (all) students in
  the learning process.

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Universal Instructional Design

• refers to teaching and assessment methods that
  will benefit all students including deaf
  students!

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• A good curriculum will include alternative ways
  for deaf students to learn information and
  alternate ways to demonstrate that they learned
  it.

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Curriculum Design Guidelines

• Multiple representations of content
• Flexible means of expression
• Flexible means of engagement
• Flexible means of assessment

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Curriculum Design Guidelines

• Multiple representations of content

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Curriculum Design Guidelines

• Multiple representations of content
• Flexible means of expression

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Curriculum Design Guidelines

• Multiple representations of content
• Flexible means of expression
• Flexible means of engagement

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Flexible Means of Engagement

• Support and challenge students
• Novelty and familiarity
• Developmental and cultural interest
• Flexibility of curricular materials

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Curriculum Design Guidelines

• Multiple representations of content
• Flexible means of expression
• Flexible means of engagement
• Flexible means of assessment

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Back to the NIU Project ?
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• Approach
• Intensive Training
• Follow up Contact/Mentoring
• Required Project

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The Required Project
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What can you do at your university?
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• Projects make the difference
• Group support important key