Reaching ALL Learners Integrated Training Students with Disabilities as Diverse Learners Project Center on Disability Studies University of Hawai‘I Honolulu, HI

Overview I.About the SDDL Project II.Cultural Diversity III.Universal Design for Learning IV.Mentoring V.Wrap Up and Post-Survey

About the SDDL Project Professional development for faculty and instructors on addressing diverse learning needs. Trained over 2,000 people in 46 states and 20 countries. Longitudinal study of impact of the trainings. Participants incorporated elements of training into their classroom teaching and preparation.

For More Information Steven Brown Project Coordinator Megan Conway Training Coordinator Website

CULTURAL DIVERSITY Circle of connected hands of different colors

Topics I. Disability and Diversity II. Culture III. Resources

Purpose The 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.

Disability 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: A Disability that Cannot Be Seen 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 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 Culture Disability 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 Cultural Diversity 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 Cultural Diversity 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? 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 The Individual School Church Community Neighborhood Peer Group Electronic Media Family Technology Workplace Print Media The Arts Sports “Socializing Agents Transmit Culture”

Examples of Cultures Ethnic/Race Disability Organizational Lesbian/Gay/Transgendered Military

The Individual Race Ethnicity/ Nationality Social Class Sex/ Gender HealthAge Geographic Region SexualityReligion Social Status Language Ability/ Disability Sources of Cultural Identity

Disability, Cultural Diversity and the Classroom: Keeping An 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

Resources Multiculturalism National Multicultural Institute Awareness Activities EdChange Multicultural Pavilion Suite 101.com- Quiz on Intercultural Competence assessment.suite101.com/article.cfm/quiz_on_intercultural_compet ence assessment.suite101.com/article.cfm/quiz_on_intercultural_compet ence

Resources continued… Disability Individuals with Disabilities as Diverse Learners Project The Center on Human Policy, Law, and Disability Studies - Syracuse University x x The Division of Persons with Disabilities Disability Sensitivity Training Center Virginia Commonwealth University- Division of Health Careers/Education and Special Services Disability Awareness Quiz VSA Arts

Universal Design for Learning

Topics I.UDL Definition and Importance II.UDL Applications III.Resources

I.Definitions I. Definitions 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

Challenge What’s wrong with this picture?

Universal Design Who benefits from curb cuts?

Challenge Learners are diverse! Diverse Learners Disabilities Returning/older learners Second language learners Culture Race and Ethnicity Learning Style Socioeconomic Status Gender

Universal Design for Learning Students benefit by: Greater access to course content Greater opportunities for achievement Greater satisfaction with the learning process Faculty benefit by: Ability to reach a diverse population without needing to modify course requirements/expectations. Tools to consider how and what to teach in a systematic and structured manner. Opportunity to examine teaching effectiveness in light of reappointment, tenure, and promotion process.

3 Principles of UDL Representation Ways to represent materials for student recognition of material (ex. Lecture, video, audio, digital materials, groups) Expression Ways of expression of what is learned (ex. Presentation, papers, role- playing, technology implementation, projects) Engagement Ways to engage learners so that they are interested in what they are learning Multiple means of…

II.Applications: Instructional Methods II. Applications: Instructional Methods Direct Indirect Experiential

Direct Structured Overview Lecture-traditional lecture in a classroom. UDL Applications: Digital Talking books/E-textbooks Chunking Pause Procedure Organizers Methods - Direct

Examples of UDL Applications Guided notes give students an incomplete outline that helps guide them through a lecture but leaves gaps for notetaking. The Declaration of Independence was signed in the year______ Guided Notes Power point slides can also serve as guided notes.

Examples of UDL Applications A short pause that allows for discussion or retention of material. Pause Procedure Assist with presenting material in a different way and in organized manner. Graphic Organizers Ethnic Diversity Socioecon Cultural

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 Distance

Methods - Experiential Lab demonstrationsThree-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 Materials Power Points Audio and Visual Texts and Notes

Materials - 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 & Visual UDL Tips –Represent language concepts visually –Include audio and video recordings –Be sure to include open captioning & audio description where necessary

Materials - Texts & Notes UDL Tips –Alternative textbooks –Alternative formats –Instructor and student notes online –Interactive & descriptive syllabus

Materials -Technology UDL Tips –Utilize online materials –Encourage enhancement of tech skills –Ensure online accessibility and W3C compliance

III. Further Resources General Information About Universal Design for Learning  Center for Applied Special Technology (CAST)  TRACE Research Center  National Universal Design for Learning Taskforce

Resources Universal Design in Postsecondary Education  IST Project  Renton Technical College  Equity and Excellence Project  DO-IT Project  Faculty Ware

Resources Learning Style Inventories   Web Accessibility  WebAIM  WWC3  Captioning

Two hands holding the Earth. 46 Mentoring I’ll be your Mentor A black figure sitting on a brown block

47 Exercise 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. Goals 48 An archer shooting an arrow

The 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 20 th Century when organizations such as the Big Brothers, Big Sisters and 12-step programs were popularized, mentors models have proliferated. 49 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? 50 Two black figures shaking hands Brown, Takahashi & Roberts, 2010

Mentoring Model. 51 black figure holding a magnifier glass Brown, Takahashi and Roberts, 2010

52 Working Learning C onnecting Thriving Leading A black figure with a question mark over his head Why 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.

Typesof Mentoring: Types of Mentoring: Different Types One-to-one mentoring Electronic Group mentoring Peer Community- based mentoring Face-to- face Phone

How the Model Applies 54 Longevity Commitment Socializing and Spending time in more casual settings Relationships more casual and informal Collaboration Time Together-Distance or Face-to-Face Mentor Mentee A black figure holding a mentor sign A black figure sitting on a blue box with a question mark over his head

Mentoring Components 55 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 Components 56 Collaboration Cooperation, such as exploring scholarly research writing, and presentations together. Communication Face-to-face meetings, s, 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 Mentoring 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 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 Faculty and Students with Disabilities in Postsecondary Education? 58 A black figure holding red balls

What Have We Learned About 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 A black figure teaching two students, one of them is a student using a wheelchair

60 Things to Consider When Mentoring Students 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 Students with Disabilities 61 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. Recommendations 62 A black figure playing chess

63 Exercise Exercise #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?

64 Exercise Exercise #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): Association of Higher Education and Disability (AHEAD): Disabilities, Opportunities, Internetworking, and Technology): DO-IT (Disabilities, Opportunities, Internetworking, and Technology): STRIDE (Successful Transitions in Diverse Environments) Hawai‘i: STRIDE (Successful Transitions in Diverse Environments) Hawai‘i: 65 Resources

References Brown, 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), Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership. 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. 66