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Access to Postsecondary Education through Universal Design for Learning - Consortium of Support Programs for Students.

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Presentation on theme: "Access to Postsecondary Education through Universal Design for Learning - Consortium of Support Programs for Students."— Presentation transcript:

1 Access to Postsecondary Education through Universal Design for Learning - Consortium of Support Programs for Students with Disabilities, June 2007

2 Alternate format anyone? Packet with handouts and video All materials are available on our web site in digital format Let us know if you would like the materials in alternate format for today

3 Today’s Objectives Give an overview of our DOE project Ideally, hook you and your campus with the module content Identify how the project can meet your needs and what you can do to assist the project in it’s dissemination efforts Lay-out a dissemination plan for your respective campus

4 ACCESS Project at Colorado State University The ACCESS Project is a 3 year federal Department of Education, Office of Postsecondary Education Grant ( #P333A050015). 1 of 15 OPE projects funded in October of 2005 Primary aims are: Faculty professional development Student Self-Advocacy skill development

5 CSU Demographics: 25,000 resident instruction students land-grant institution Carnegie Doctoral/Research University-Extensive Composed of 8 Colleges Faculty A total of 1,400 faculty members A total of 930 faculty on tenure-track appointments 99% of tenure-track faculty hold terminal degrees Student:faculty ratio is 18:1

6 UDL Philosophy – definition - Universal design for learning (UDL) is a set of principles and instructional strategies designed to improve the academic experience of students with disabilities by making instruction, and instructional materials, more accessible to all students. In other words, the UDL model predicts that strategies designed to improve learning for students with disabilities will have equal benefit for other students in the class.

7 Another definition UDL is the design of flexible learning environments that are effective across the range of individual differences in learning. A basic premise of UDL is that there is no perfect mode or medium of instruction that will meet the needs of all students. Instead, UDL encourages options and alternatives – multiple means of teaching and learning that can reach the diversity of students in a classroom. Universal, in universal design, does not imply one optimal solution for everyone, but rather it underscores the need for inherently flexible customizable content, assignments, and activities. Universally designed curriculum offers more ways to do the same things. (See handout in packet)

8 ACCESS Project Definition of Self-Advocacy To be a self-advocate you must: know yourself, know what you need and want, and know how to get what you need and want. (See handout in packet)

9 Six Success Attributes that Correlate with Self-Advocacy Raskind and Goldberg (2005) identified six success attributes Self-awareness Proactivity Perseverance Goal Setting The presence and use of Support Systems Emotional Coping Strategies based on a 20-year longitudinal study of individuals with learning disabilities.

10 Over-Arching Goal of the project: The primary aim of the ACCESS project is to improve the quality and outcomes of postsecondary education for students with disabilities and a diversity of learners by developing a replicable training program to provide technical assistance and professional development for Colorado State University (CSU) faculty, staff and administrators.

11 Four Primary Goals: 1. )Development of innovative, effective and efficient universally accessible and replicable teaching methods and strategies, using the principles of Universal Design for Learning, to provide faculty and staff with the skills and supports necessary to teach students with disabilities and atypical learning needs. 2.) Development of self-advocacy materials, handbook and webpage to help students with disabilities take initiative with their educational pursuits and connect with needed resources. Self-advocacy strategies will also be incorporated into the faculty and staff training.

12 Four Primary Goals: 3.) Delivery of innovative, effective and efficient universally accessible and replicable teaching methods and strategies, using the principles of Universal Design for Learning, to faculty and staff at Colorado State University (CSU), Front Range Community College, CSU Pueblo campus and CSU Cooperative Extension field offices. 4.) Administration, widespread dissemination and evaluation of the project.

13 What makes our project unique? 1. Institutionalization – embedding content vs. stand alone content 2. Measuring impact of UDL on retention, GPA and student satisfaction 3. Holistic view of development of self- advocacy skills

14 Year 1 Accomplishments: Conduct Needs Assessment Survey of faculty Survey of students CSU and FRCC Video – 13 minute overview of UDL Module development – (see handout) for faculty and staff for students for both

15 Identify means and strategies for institutionalization on our campus - New employee orientation/GRA orientation UDL principles are introduced, awareness of disability and support services Institute for Learning and Teaching Primary focus is professional development activities for faculty and graduate teaching assistants, specifically the latest instructional technology techniques Computer Training and Support Services (CTSS) classes Central computing professional development e.g. Dreamweaver, Web CT, Power Point, Word - UDL content is embedded

16 UDLinstitutionalization – con’t - Target “Gateway” (weed-out) Courses and Faculty in the College of Natural Sciences for outcome studies; measurement of retention and overall GPA includes faculty incentives Professional Development Institute annual professional development event – broad- based Web Developers List serves; policy

17 Self Advocacy Handbook Transition Transition from High School to College Promoting Self-Advocacy – How Parents Can Help Know Yourself Find a Balance Understand Your Disability and Abilities Know What You Need and Want Accommodations and Resources Know Your Rights and Responsibilities Know How to Get What You Need & Want Getting Organized Using Effective Communication Making Decisions Solving Problems Developing a Support Network Setting Goals Planning for the Future

18 Self-Advocacy Institutionalization at CSU Resources for Students with a Disability – Common listing shared by student service offices Resources for Disabled Student Services – Use Self-Advocacy Handbook worksheets and checklists as needed by individual students. Accessibility Map of Student Services on Campus Mentor Program for Students with Disabilities through Occupational Therapy Graduate Program – Grad students provide individualized support as students work through the Self-Advocacy Handbook. Application for Vocational Rehabilitation funding for a “College to Career” Program. Develop a basic self-advocacy model / worksheet handout for use with all college students.

19 Year 2 Activities Continued development and finalization of modules Dissemination/ Delivery Venues: Web: Access Project Web site and Accessibility Web Site One-on-one consultation Small group workshops Large group workshops Implementation of strategies for institutionalization Embedding of UDL and self advocacy content in existing professional development venues

20 Module content: Preview a slice of our content Self – Advocacy UDL

21 Year 3 Activities Dissemination – at and beyond CSU Web Conferences Information, Consultation and Professional Development Support Consortium of Support Programs for Students with Disabilities – postsecondary institutions in Colo/Wyoming Front Range Community College Colorado State University at Pueblo Colorado State University Cooperative Extension Field offices – land grant school Pertinent web pages beyond CSU – Consortium, AHEAD, etc.

22 Future directions? More outcome studies – research regarding implementation of UDL Ways to influence existing entrenched systems Solutions for inaccessibility (Web CT, portal) Defining reasonableness in regard to implementing concepts of UDL How can UDL bring student services and academia together?

23 Dissemination via Consortium Time for Action Plans!!!

24 Contact information ACCESS Project at Colorado State University Department of Occupational Therapy Colorado State University Fort Collins, CO 80523-1573 Phone: 970-491-0784 Fax: 970-491-6290 This presentation was developed with funding from the U.S. Department of Education, Office of Postsecondary Education (Grant # P333A050015).

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