ERIC ED481022: Building the Team: Faculty, Staff, and Students Working Together. Presentation and Resource Materials. [Notebook and Videotapes].

402 Pages·2002·5.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 481 022
EC 309 788
Burgstahler, Sheryl, Ed.
AUTHOR
Building the Team: Faculty, Staff, and Students Working
TITLE
Together. Presentation and Resource Materials. [Notebook and
Videotapes].
Washington Univ., Seattle.
INSTITUTION
Office of Postsecondary Education (ED), Washington, DC.
SPONS AGENCY
2002-00-00
PUB nATE
401p.; Accompanying videotapes are not available from ERIC.
NOTE
P33A990042
CONTRACT
AVAILABLE FROM DO-IT (Disabilities, Opportunities, Internetworking, &
Technology), University of Washington, Box 355670, Seattle,
WA 98195-5670 ($125) . Tel: [phone] (Toll Free); Tel:
206-685-3648; Fax: [phone]; e-mail:
[email protected]; Web site:
http://www.washington.edu/doit. For full text:
http://www.washington.edu/doit/TeamN/. For the most current
text of the videotapes:
http://www.washington.edu/doit/Faculty/Trainers/. For
transparency templates:
http://www.washington.edu/doit/Faculty/
.
Classroom
Guides
Non-Classroom
PUB TYPE
Teacher (052)
Guides
Non-Print Media (100)
(055)
EDRS PRICE EDRS Price MF01/PC17 Plus Postage.
DESCRIPTORS
*Academic Accommodations (Disabilities); Access to Education;
Access to Information; *Accessibility (for Disabled); College
Faculty; College Mathematics; College Science; Computers;
Design Requirements; *Disabilities; Distance Education;
Inservice Teacher Education; Learning Disabilities; *Legal
Responsibility; Mental Disorders; Postsecondary Education;
Professional Development; *Student Rights; Teacher Workshops;
*Universal Design for Learning; World Wide Web
Web Page Design
IDENTIFIERS
ABSTRACT
This publication contains 2 videotapes, written materials,
handout templates, and overhead projection templates developed for those
providing professional development to help faculty and administrators in
postsecondary institutions become more aware of the rights, responsibilities,
potential contributions, and needs of students with disabilities; the rights
and responsibilities of postsecondary institutions; reasonable accommodations
and instructional strategies for working with students who have disabilities;
and campus resources that help provide equitable educational opportunities
for all students. The materials are designed for use in departmental and
campus-wide presentations to stimulate discussion and action. The
presentation lengths vary from 20 minutes to several days and address the
(2) universal design of
following topics: (1) accommodations strategies;
(4) information access;
(3) effective communication;
instruction;
(5) access
(6) making computer labs accessible to everyone;
(7) universal
to computers;
(8) making distance learning accessible to everyone;
design of Web pages;
(9)
(10) accommodating students with learning
science/math/engineering access;
disabilities; and (11) accommodating students with psychiatric disabilities.
For each presentation option, a sample script is included to minimize the
work that might otherwise be required to prepare a presentation. The
Reproductions supplied by EDRS are the best that can be made
from the original document.
presenter may use a script verbatim or extract ideas to customize a
presentation. Along with the presentations, a synthesis of research,
implementation and institutionalization strategies, presentation tips and
case study examples, frequently asked questions, and a glossary of
disability-related terms and a list of resources are included. The 2
videotapes included with this notebook can be used in specific presentations
or broadcast on public television. Handout and overhead projection templates
are provided in the "Presentation Tools" section of the notebook for easy
duplication and use. A Web-based instructional option is also available for
faculty and administrators (to access Web-based instruction, see
http://www.washington.edu/doit/Faculty/). Also, a distance learning course
that can be delivered via electronic mail to faculty and administrators on
any campus is available online.
(CR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Building the Team:
Faculty, Staff, and Students
-\
Working Together
11:0C11-111r
PRESENTATION AND
RESOURCE MATERIALS
Sheryl Burgstahler, Ph.D., Editor
BEST COPY AVAILABLE
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and
Improvement
1
Disabilities
ThED CATIONAL RESOURCES INFORMATION
PERMISSION TO REPRODUCE AND
CENTER (ERIC)
is document has been reproduced
DISSEMINATE THIS MATERIAL HAS
Opportunities
as
received from the person or organization
BEEN GRANTED BY
originating it.
Internetworking
0 Minor changes have been made
to
5, ISk,v05.-k-at, leA/
improve reproduction quality.
Technology
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL
official OERI position or policy.
RESOURCES
INFORMATION CENTER (ERIC)
1
Building the Team:
Faculty, Staff, and Students
Working Together
PRESENTATION AND
RESOURCE MATERIALS
For additional copies in printed or alternative format, contact:
DO-IT
Disabilities, Opportunities, Internetworking, & Technology
University of Washington
Box 355670
Seattle, Washington 98195-5670
[email protected]
www.washington.edu/doit/
206-685-DOIT (voice/TTY)
888-972-3648 (voice/TTY) Washington, outside Seattle
509-328-9331 (voice/TTY) Spokane office
,206-221-4171 (FAX)
Director: Sheryl Burgstahler, Ph.D.
© 2002, University of Washington
Permission is granted to copy these materials for non-commercial purposes provided
the source is acknowledged.
This publication is developed with funding from the U.S. Department of Education,
Office of Postsecondary Education (#P33A990042). However, the contents do not
necessarily represent the policy of the Department of Education, and you should not
assume their endorsement.
3
ACKNOWLEDGMENTS
The lead author and editor of this publication is Dr. Sheryl Burgstahler, Director of DO-IT.
Content contributors include members of the staff and project team for the DO-IT Prof
project at the University of Washington. Key participants are listed below.
Deborah Casey-Powell
DO-IT Prof Staff
Dean of Students
Deb Cronheim, Evaluation/Publications
South University
Coordinator
West Palm Beach, Florida
Tanis Doe, Ph.D., External Evaluator
Nancy Rickerson, Program Coordinator
Rosemary Coffman, Ph.D., C.R.C.
Tracy Jirikowic, Research Assistant
Counselor, Students with Disabilities
Gale Devens, Publications Assistant
Lee College
Christina deMille, Program Assistant
Baytown, Texas
Partner: Rice University, Houston, Texas
DO-IT Prof Team
Amy Desenberg-Wines
Members of the DO-IT Prof team:
Director, Disability Resource Center and
Academic Assistance
Carol Achziger
Drake University
Computer Access Center Coordinator
Des Moines, Iowa
Arapahoe Community College
Partner: Des Moines Area Community College,
Littleton, Colorado
Ankeny, Iowa
Partner: University of Northern Colorado,
Greeley, Colorado
Jill Douglass
Special Services Director
Victoria Amey-Flippin
Santa Fe Community College
Coordinator/HELP Office
Santa Fe, New Mexico
Northeastern Illinois University
Chicago, Illinois
Mary Ann Ferkis
Partner: Oakton College, Des Plaines, Illinois
Instructional Accommodations Specialist,
Adaptive Programs
Alice Anderson
Purdue University
Technology Access Program Coordinator
West Lafayette, Indiana
Division of Information Technology (DoIT)
Partner: Ivy Tech State College, Bloomington,
University of Wisconsin Madison
Indiana
Madison, Wisconsin
Partner: Madison Area Technical College,
Pam Griffin
Madison, Wisconsin
Coordinator, General Disability Services
University of Minnesota Duluth
Patricia Bunge
Duluth, Minnesota
Learning Disabilities Specialist/Counselor
Partner: Fond du Lac Tribal and Community
Guilford Technical Community College
College
Jamestown, North Carolina
Cloquet, Minnesota
Partner: North Carolina Agricultural and Technical
State University, Greensboro, North Carolina
Richard Radtke, Ph.D.
Beverly Boone Harris
Coordinator, Supporting Students through
Professor
University of Hawaii at Manoa
Disability Services (SSDS)
Honolulu, Hawaii
Norfolk State University
Partner: Leeward Community College, Pearl
Norfolk, Virginia
Partner: New River Community College,
City, Hawaii
Dublin, Virginia
Lisa Badia Rhine
Nancy Hart
Director, Office for Students with Disabilities
University of Dayton
Manager, Disability Services
Dayton, Ohio
Lane Community College
Eugene, Oregon
Partner: Sinclair Community College, Dayton, Ohio
Partner: Western Oregon University,
Monmouth, Oregon
Patricia Richter
Coordinator, Services for Americans with
Disabilities, Office of Human Diversity
Elaine High, Learning Disabilities Specialist
Kutztown University of Pennsylvania
John Pedraza, Disability Resource Coordinator
Kutztown, Pennsylvania
for Employees
Resource Center for Persons with Disabilities Partner: Thaddeus Stevens College of
Technology, Lancaster, Pennsylvania
Michigan State University
East Lansing, Michigan
Partner: North Central Michigan College,
Vicki Roth
Assistant Dean
Petoskey, Michigan
University of Rochester
Alison McCarthy Iovanna
Rochester, New York
Partner: Finger Lakes Community College,
Coordinator of Disability Services
Canandaigua, New York
Tunxis Community College
Farmington, Connecticut
Partner: Southern Connecticut State University,
Al Souma
New Haven, Connecticut
Director, Disability Support Services
Seattle Central Community College
Seattle, Washington
Richard Jones
Partner: Gonzaga University, Spokane,
Assistant Director, Disability Resources for Students
Washington
Arizona State University
Tempe, Arizona
Marcia Wiedefeld
Coordinator of Disability Support Services
Jana Long, M.R.C., C.R.C.
Equal Opportunities Officer
Loyola College in Maryland
Southwest Missouri State University
Baltimore, Maryland
Partner: Community College of Baltimore
Springfield, Missouri
County, Dundalk, Maryland
Partner: St. Louis Community College, St.
Louis, Missouri
Ralph McFarland
Director, Student Disability Resource Center
Humboldt State University
Arcata, California
Partner: College of the Redwoods, Eureka,
California
ABOUT THE EDITOR AND CONTRIBUTORS
=El
Dr. Sheryl Burgstahler directs project DO-IT (Disabilities, Opportunities,
Internetworking, and Technology) at the University of Washington.
DO-IT promotes the success of students with disabilities in postsecondary
programs and careers. It sponsors projects that increase the use of assis-
tive technology and promote the development of accessible facilities,
computer labs, electronic resources in libraries, Web pages, educational
multi-media, and Internet-based distance learning programs.
Dr. Burgstahler is Co-Director of the National Center on Accessible Infor-
mation Technology in Education (AccessIT). This Center, funded by the National Institute
on Rehabilitation Research of the U.S. Department of Education, coordinates a nationwide
effort to assist educational institutions in making education-based information technology
(IT) accessible to all students and employees, including those with disabilities.
Dr. Burgstahler has published dozens of articles and delivered presentations at national
and international conferences that focus on the full inclusion of individuals with disabilities
in postsecondary education, distance learning, work-based learning, and electronic com-
munities. She is the author or co-author of six books on using the Internet with pre-college
students. Dr. Burgstahler has extensive experience teaching at the pre-college, community
college, and university levels. She is Assistant Director of Information Systems and Affiliate
Associate Professor in Education at the University of Washington. More about
Dr. Burgstahler can be found on her Web site at http://staffwashington.edu/sherylbt
A team of professionals, representing postsecondary institutions from twenty-three states
in the United States, met in two collaborative meetings and helped develop and test the
professional development content and strategies included in these train-the-trainer materi-
als. Their continuous involvement in this three-year project assured that project products
have applicability nationwide.
6
TABLE OF CONTENTS
1=1
INTRODUCTION
Introduction
1
How to Use These Materials
3
7
SYNTHESIS OF RESEARCH
Professional Development: Need, Content, and Methods
9
Adult Learning
13
Learning Styles
17
Types of Learning
21
Universal Design of Instruction
25
Systemic Change 29
Application of Research Findings
33
35
References
43
INSTITUTIONALIZATION STRATEGIES
59
PRESENTATION TIPS
Case Studies
67
79
PRESENTATIONS
Overview
81
Accommodation Strategies
85
Universal Design of Instruction
101
Effective Communication
111
Information Access
125
Access to Computers
133
Making Computer Labs Accessible to Everyone
143
Universal Design of Web Pages
151
Making Distance Learning Accessible to Everyone
161
Science/Math/Engineering Access
171
Accommodating Students with Learning Disabilities
177
Accommodating Students with Psychiatric Disabilities
183
FREQUENTLY ASKED QUESTIONS
195
RESOURCES
207
General References
209
Glossary
227
PRESENTATION TOOLS
INDEX
INTRODUCTION
"411.
"Oa
1=1:001
in Science, Mathematics, and Engineering
Advancements in technology and increased
Mentoring; the 1999 Golden Apple Award
job specialization have resulted in career
for excellence in education; the 2001 exem-
opportunities in fields that were once con-
plary program award from the Association
sidered unattainable for individuals who
for Higher Education and Disability
have disabilities. Many of these careers
(AHEAD); and a 2001 Bright Ideas Award
require knowledge and skills obtained
from the Professional and Organizational
through postsecondary education. Al-
Development Network.
though the number of individuals with
disabilities seeking postsecondary educa-
The DO-IT Prof Model Demonstration
tion continues to increase, these students
Project applied lessons learned by DO-IT
experience lower success rates than their
and other researchers and practitioners
non-disabled peers. Individuals with dis-
nationwide to create a comprehensive pro-
abilities continue to be underrepresented in
fessional development program for college
many challenging academic and career
faculty and administrators. It was funded by
fields.
a three-year grant from the Office of
Postsecondary Education of the U.S. Depart-
Federal legislation mandates that academic
ment of Education (grant #P33A990042). Prof
accommodations be made to ensure that
was selected as part of the project name to
qualified postsecondary students with
represent two project characteristics: profes-
disabilities have educational opportunities
sional, the quality of project materials and
that are equivalent to others. Studies show
strategies, and professor, its primary target
that faculty and staff members who have
audience.
had interactions with students who have
disabilities generally have more positive
DO-IT Prof serves to increase the knowledge
attitudes about working with these stu-
and skills of postsecondary faculty and
dents. Further, those who are familiar with
administrators to ensure that students with
accommodation strategies are better pre-
disabilities have equal access to academic
pared to make arrangements that will
programs. Responding to the diverse con-
ensure that students with disabilities have
tent and scheduling needs of faculty and
equal opportunities to participate in their
administrators, the DO-IT Prof project team
programs.
created six models of professional develop-
ment.
Since 1992, DO-IT (Disabilities, Opportuni-
ties, Internetworking, and Technology) at
Model 1: A 20-30 minute overview to
the University of Washington has promoted
introduce participants to basic legal issues,
the success of individuals with disabilities
accommodation strategies, and resources
in postsecondary education and employ-
specific to their campus.
ment through direct work with students
who have disabilities, and through profes-
Model 2: A 1-2 hour presentation with
sional development for educators, service
special focus on providing accommodations
providers, and employers. DO-IT has been
to students with a variety of disabilities and
recognized for its efforts through many
introducing campus participants to legal
awards, including the 1995 National Infor-
issues and resources.
mation Infrastructure Award in Education;
the 1997 Presidential Award for Excellence