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Getzel. Sheryl Burgstahler, Ph.D. University of Washington Services, Supports and Accommodations Role of Technology.

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Presentation on theme: "Getzel. Sheryl Burgstahler, Ph.D. University of Washington Services, Supports and Accommodations Role of Technology."— Presentation transcript:

1 Getzel

2 Sheryl Burgstahler, Ph.D. University of Washington Services, Supports and Accommodations Role of Technology

3 Burgstahler Vision - Individuals with Disabilities Have : access to technology that promotes positive academic and career outcomes use technology in ways that contribute to positive outcomes experience a seamless transition of availability of technology

4 Burgstahler Issues Inadequate funding and knowledge Lack of coordination between levels Inaccessible computing environments

5 Burgstahler Implications Ensure access to assistive technology at all levels and through transitions Include students in purchase and support Provide training to all stakeholders

6 Burgstahler Implications Foster inter-agency collaboration Promote the purchase of accessible technology in schools Give students work-based learning opportunities that use technology

7 Getzel

8 Services, Supports and Accommodations Supported Education Model Elizabeth Evans Getzel Virginia Commonwealth University

9 Getzel Outcome: Individualized Supports Students who received frequent and intensive services from the project were able to achieve their educational goal(s) as identified in their Academic Support Plan. Outcomes included passing a course or clinical, remaining at VCU or in their program of study, and passing state administered exams.

10 Getzel Outcome: Supported Education Model Preliminary findings indicate that intensity and frequency of service and support use, access to technology, and student persistence are strong predictors of student performance and outcomes.

11 Getzel Outcome: Multiple Disabilities Students who presented the most challenging support needs in the study were often those with multiple disabilities. These students had a number of life issues that needed to be addressed along with their educational support needs.

12 Getzel Outcome: Learning Disabilities A supported education model can benefit students with learning disabilities and attention deficit disorders. Students expressed a high level of satisfaction with the services and supports received through the model.

13 Getzel Outcome: Application to College Results from the study indicate that a supported education model can be incorporated into the spectrum of services provided on a university campus.

14 Getzel Outcome: Multiple Approaches Greater numbers of students with significant disabilities are entering postsecondary education which will require universities and colleges to create multiple approaches for service delivery on campus.

15 Getzel Outcome: Collaboration Enhanced collaboration between university and community services are needed to ensure that students with disabilities receive the needed services and supports to meet their educational needs.

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17 Services, Supports and Accommodations Project Grad Michael Sharpe, Ph.D. University of Minnesota

18 Sharpe Project Grad Summary Project Grad is a collaborative research effort conducted by NCSPES and the Nisonger Center of The Ohio State University Objective of the study: To examine instructional accommodations, assistive technology and employment outcomes of students that have graduated from postsecondary institutions

19 Sharpe Sample Characteristics Preliminary results based on 94 graduates of postsecondary institutions across the United States 48% reported chronological age between 18-24 and 30% between 25-34 with the remaining 22% over age 35 85% Caucasian, 6% African American, 6% Multiethnic, 2% Asian/Pacific Islander

20 Sharpe Sample Characteristics 44% Male, 56% female 30% SLD, 25% ADHD, 14% OHI, 12% Psych, 10% Orthopedic, 7% VI, 2% Speech, 1% HI

21 Sharpe Identification Data 31% of participants indicated their disability was first identified at the postsecondary level 74% reporting ADHD were first identified at the secondary and postsecondary levels 62% reporting a Psychiatric Disability were identified at the secondary and postsecondary levels

22 Sharpe Instructional Accommodations Reading, Attention, and Listening were identified as the “top three” areas in terms of how disability impacted learning. Providing extra time for tests and assignments, a quiet learning environment and communicating instructional needs with instructors were the “top three” instructional accommodations used in the postsecondary setting.

23 Sharpe Instructional Accommodations (Cont’d) 68% of participants indicated they were “Very Satisfied” with the instructional accommodations they received—1% indicated they were “Very Dissatisfied.”

24 Sharpe Assistive Technology In general, most AT devices used by participants involved “low tech” options or commonly used technologies (e.g., scanner, talking books) 38% of participants indicated they first learned to use AT at the postsecondary level

25 Sharpe Assistive Technology (Cont’d) 75% of AT users indicated they “taught themselves” how to use the device 42% of AT users indicated that their AT was most useful as a “student”

26 Sharpe Assistive Technology (Cont’d) 14% of AT users indicated that they needed an assistive technology that was not provided to them and 11% indicated they were asked to use AT that they did not think they needed

27 Sharpe Employment Outcomes 85% of participants indicated they were currently employed 51% reported job titles consistent with Professional, Technical and Managerial Occupations

28 Sharpe Employment Outcomes (Cont’d) 50% of participants indicated they were employed in a field related to their postsecondary studies 78% of participants reported hourly earnings in the range of $6 to $12 per hour 18% of participants indicated some level of dissatisfaction with their ability to discuss accommodation needs with their employer

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