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Students with Disabilities in the University Classroom

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Students with Disabilities in the University Classroom Katherine Deibel Computer Science & Engineering Who I am A LAST year grad student in CSE Research Area(s ... – PowerPoint PPT presentation

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Title: Students with Disabilities in the University Classroom


1
Students with Disabilities in the University
Classroom
  • Katherine Deibel
  • Computer Science Engineering

2
Who I am
  • A LAST year grad student in CSE
  • Research Area(s)
  • Education, technology, and disability
  • Disability Advocacy
  • Disability Advocacy Student Alliance
  • GPSS senator for the Student Disability
    Commission
  • Advisory Committee on Disability Issues
  • Publications on disability and teaching
  • Interviews with UW students with disabilities

3
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)

4
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)

How can universities best service students with
disabilities?
Sources Scott et al, 2003 NSF 2004-316 NCES
2006-184
5
Disabilities in the Classroom
  • What disabilities do expect to see among your
    students?

6
Disability Distribution in U.S. Colleges
Disabilities of Students Registered with
Disability Services at 4-year U.S. Universities
Other 5
Health 6
Mental/Emotional 10
Hearing 6
Learning 55
Visual 5
Speech 1
Mobility 12
Disabilities at U.S. Colleges Universities
(NCES Report 1999-046)
7
Only Part of the Picture
  • Only students registered with disability services
  • Do all students with disabilities register with
    disability services?
  • NO!
  • Education studies show tendency to delay or avoid
    registering with disability studies

8
Disabilities and Registration
  • Why would a person not register with disability
    services?

9
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

10
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

11
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

12
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

13
Inclusive Practice 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

14
Inclusive Practice Learning Styles
  • Make deliberate pauses after
  • Asking a question
  • Making an important point
  • Allows time for
  • Reflection
  • Taking notes
  • Forming ones thoughts or response
  • Benefits
  • Reflective learners
  • Cognitive disabilities

15
Inclusive Practice 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

16
Inclusive 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 /
    problems

17
Inclusive 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, 508)
  • Catalyst web tools
  • Include syllabi, handouts, assignments, etc.

18
Inclusive 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

19
Inclusive Practice Promote Community
  • Foster a classroom community and dialogue
  • Discuss an academic accommodations statement in
    syllabus on first day of class
  • Discuss diversity of abilities and learning
    styles
  • Admit you are still learning about providing
    access
  • 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 students

20
Inclusive Practices Many More
  • Collaborative learning
  • Take home tests
  • Alternative assignments options
  • Flexible pedagogy

21
But
  • It takes work
  • It requires compromise
  • It is a process

22
Concluding Thoughts
  • Think about ability and disability
  • Aim to help everyone
  • Take it slowly or fast
  • Enjoy your teaching

23
Resources
  • Kate Deibel ltdeibel_at_u.washington.edugt
  • Disability Resources for Students
  • DO-IT http//www.washington.edu/doit/
  • Your
  • students
  • teaching colleagues
  • department
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