supporting students with diverse learning needs in postsecondary … · 2014. 3. 18. · supporting...
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Supporting Students with Diverse Learning Needs in
Postsecondary Education Session I:
Useful Strategies for Instructors
Lilly West 2008
Robert A. Stodden, Ph.D.Kelly D. Roberts, Ph.D.National Center on Secondary Education and TransitionCenter on Disability Studies, University of Hawaii at Manoa
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Areas of Discussion:A. Diversity Defined & ExploredB. Signs of Positive Growth & ProgressC. Areas of Needed ImprovementD. What do we Know about Postsecondary
EducationE. Implications for Postsecondary Education
FacultyF. Addressing the Needs through Universal
Design for Learning
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Climate Assessment
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A. Diversity Defined
– The differences, similarities, and related tensions that exist in any mixture….Diversity is not limited to issues of race and gender, nor is it confined to the workforce (Thomas, 2006)
– The fact or quality of being diverse; difference (American Heritage Dictionary, 2000)
– All of the ways in which people are different (Bucher, 2000)
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A. Diversity Defined -Elements of Diversity
– Race– Age– Physical
characteristics– Sexual orientation– Education
–Gender–Language–Disability–Economic Status–Profession–Religion
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A. Diversity Defined -Disability
–An individual is considered to have a disability if:• S/he has a physical or mental impairment that substantially limits one or more major life activities,
• S/he has a record of such an impairment, or
• S/he is regarded as having such an impairment
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A. Diversity Defined & Explored
Disability vs. Diversity
See Handout
PAUSE
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B. Signs of Positive Growth & Progress
– Increased numbers of youth with disabilities graduating high school with a diploma
– Decreased numbers of youth with disabilities dropping out of high school
– Numbers of college freshmen with a disability have tripled over the past twenty years
– Increased numbers of students with disabilities persist in attaining a degree or credential
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B. Signs of Positive Growth & Progress
– Increasing numbers of postsecondary education settings enroll students with disabilities
– Majority of postsecondary education institutions offer a minimum level of disability supports
– Higher employment rates are correlated with younger ages for persons with disabilities
– A postsecondary education degree serves as an equalizer for persons with disabilities in employment settings
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C. Areas of Needed Outcome Improvement
– Youth with disabilities are less likely to complete a rigorous secondary school curriculum
– Youth with disabilities are less likely to graduate with a diploma
– Youth with disabilities are less likely to initiate postsecondary education
– Youth with disabilities are less likely to complete postsecondary education/will take longer
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C. Areas of Needed Outcome Improvement
– Youth with disabilities are less likely to be employed
– Youth with disabilities are less likely to earn as much as peers without a disability
– Youth with disability are less likely to maintain a comparable quality of life to their peers
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D. What Do We Know About Postsecondary Education?
– Type and range of educational support offered varies significantly from one institution to the next
– Supports provided are not linked to instruction or learning
– Students are responsible for describing their disability needs and advocating for necessary supports
– Supports are not provided in an individualized way
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D. What Do We Know About Postsecondary Education?
– Support provision is linked to access rather than learning success or program completion
– Faculty expectations and awareness of disability and cultural diversity are low
– Little assistance with coordination of related supports and services required to function in the role of student.
– Technology can be an equalizer in postsecondary education settings
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E. Implications for Postsecondary Education
– Focus upon preparing youth with the skills & behaviors needed to access, retain, & succeed in postsecondary education settings• Self-determination & advocacy skills• Academic process & content skills• Use of accommodations & supports to
learn• Management & coordination of skills &
strategies
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E. Implications for Postsecondary Education
– Focus upon building a transition pathway of connecting supports & services
1. Seamless pathway2. Connecting linkages (school, family, post-
school)3. Supportive network of persons & agencies4. Solution focused, interagency coordination
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F. Addressing the Needs through
Universal Design for Learning
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F. Universal Design for Learning/Instruction
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.” (DO-IT, www.washington.edu/doit)
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F. Universal Design
Architectural concept that refers to designing a space to take into consideration the needs of all potential users of that space
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F. Universal Design for Learning
“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. ‘Universal’ does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners.”(CAST, www.cast.org)
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Curb-Cuts
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Universal Design Continuum
Americans with Disabilities Act
Accommodating individuals one at a time
Universal Design: Barrier-free, fewer individual accommodations needed
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F. Universal Design for Learning
Principles of UDL
• Multiple means of representation
• Multiple means of expression
• Multiple means of engagement
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F. Universal Design for LearningWhy UDL is Important
• Learners have diverse backgrounds.
• Learners have diverse strengths.
• Learners have diverse challenges.
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F. Universal Design for Learning
Diversity of Background Ethnicity/culture
• Language
• Socioeconomic status
• Sexual orientation
• Gender
• Educational background and experiences
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F. Universal Design for Learning
Diversity of Strengths
• Learning through seeing
• Learning through hearing
• Learning through touching and doing
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F. Universal Design for Learning
Diversity of Challenges
• Lack of interest or engagement
• Returning/age
• Learning disabilities
• Sensory and physical disabilities
• Psychiatric disabilities
• Language barriers
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F. Universal Design for Learning
How is UDL Applied in Postsecondary Settings?
• Diversification of instructional method
• Diversification of instructional materials
• Application of technology
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F. Universal Design for Learning
Instructional Methods• Direct
• Indirect
• Experiential
• Independent
• Interactive
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F. Universal Design for Learning
Instructional Materials
• Power Points
• Audio and Visual
• Texts and Notes
• Group Work and Workshops
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F. Universal Design for Learning
Power Points
• Give structure to a presentation
• Integrate images as appropriate
• Less is more
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F. Universal Design for Learning
Audio and Visual
• Represent language concepts visually
• Include audio and video recordings
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F. Universal Design for Learning
Texts and Notes
• Provide alternative texts that providethe same information
• Post notes online
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F. Universal Design for Learning
Group Work and Workshops
• Provide review sessions and discussion groups
• Provide scaffolding