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Equal Opportunity for students with disabilities


									Professional Development Strategies to
    Promote Equal Opportunity for
       Students with Disabilities

              Phillip Rumrill
               Clis Stauffer
             Linnea Carlson

          Kent State University
        Trends in Higher Education
        and Disability
   Enrollment rates triple since 1978
   7% of American students have documented
   Section 504 of the Rehabilitation Act
       Titles II & III of the Americans with Disabilities Act
   Services and supports rapidly expanding
   Increased federal funding
   Increased number of employees with disabilities
Postsecondary Students with
   Have slightly lower academic performance
    than non-disabled students
   Drop out at higher rates
   Take longer to complete their degrees
   Report fewer friends on campus and less
    social capital
   Believe that faculty and administrators are
    accepting of their needs but lack specific
    knowledge of disability issues
Concerns of Students with
   Funding                     Asking for help
   Independent                 Internships/Co-ops
    living/Housing              Access to technology
   Choosing a major            Access to health care
   Social relationships        Employment after
   Reactions of other           graduation
    students/Reactions of
   Transportation
   Physical accessibility
Employment and a College
   College graduates have $1,000,000 greater
    lifetime earning potential than those who
    never attended college
   A college graduate with a disability is 4-6
    times more likely to be employed than a
    person with a disability who never attended
   College graduates with disabilities are 8 to 12
    times more likely to be unemployed than
    non-disabled college graduates
Faculty & Administrator
   Information regarding          Students with
    disabling conditions            psychiatric disabilities
   Disability etiquette           Resources – on and off
   Responsibility to provide       campus
    accommodations                 Legal liability
   Equity of                      Technical
    accommodations                  assistance/use of
   Academic                        technology
    integrity/adherence to
Faculty & Administrators’ Questions
Regarding Students with Disabilities

   Who are they and what are their needs?
   Technical assistance, services, and
   Disability issues in a broader societal
Overview of the Access to Quality
Higher Education Project
   Faculty & Administrator Mentoring Program
   Distinguished Lecture Series on Universal
    Design for Instruction
   Faculty & Administrator Professional
    Development Institute
   Faculty & Administrator Learning Community
    on Disability Issues
   Classroom Accommodation Network
   Employability Day
Faculty & Administrator
Mentoring Program
   College students with disabilities are
    paired with university faculty &
    administrators in their areas of
    concentration for mutually beneficial
   Two semi-structured meetings provide
    an introduction to the program and its
Faculty & Administrator
Mentoring Program Topics
    Academic advisement
    Career exploration and planning
    Professional networking
    Classroom accommodations
    Disability resources on and off campus
    Internship/Externship/Co-op opportunities
    Faculty & Administrator
    Mentoring Program Topics (cont.)
   Mutual research and/or professional interests
   Professional associations, especially student
   Graduate school
   Jobs after graduation
   Other areas of interest or concern
Distinguished Lecture Series:
Universal Design for Instruction
   Bring one national leader in UDI to the
    Kent State University campus each year
   One day workshop for 75-100 faculty
    members, administrators, student
    disability service staff members, and
    students with disabilities
   Apply UDI principles to specific course
    content and assignments
Professional Development Institute

   Conducted for one week during the
    summer with 20 university faculty and
   Invited speakers lead open discussions
    on the following issues:
PDI Topics
   Faculty, administrator and student
   Our (KSU) population
   Student disability services and
    accommodation process
   Vignettes of issues in higher education
   Broad issues of disability and culture
   Abilities and accommodations
   Universal design
   Effective teaching
PDI Topics (cont.)
   Media portrayals of people with
   Panel of effective and experienced
   Evolution of disability rights movement
   Legal issues and the ADA
   Technology
Faculty Learning Community
(FLC) on Disability Issues
   The FLC is composed of faculty, administrators, staff,
    undergraduate and graduate students
   Improve awareness of how to facilitate a positive
    transition to higher education for students with
   Increase members’ self-efficacy in implementing
    classroom accommodations and using assistive
   Equip faculty members with a repertoire of Universal
    Design for Instruction techniques
   Involve members in enhancing career preparation of
    students with disabilities while they are in school
Classroom Accommodation
Network (CAN)
   Respond to queries from higher
    education faculty and administrators
    regarding students with disabilities
   Deliver technical assistance on matters
    of classroom accommodation:
       1-888-677-5009
Employability Day Program
   Youth with disabilities are less likely than their non-
    disabled peers to engage in part-time jobs after
    school or summers
   They under-explore their career opportunities while
    in high school and college
   Students with disabilities are over-represented in jobs
    whose requirements fall below their qualifications,
    jobs unrelated to their degree, and temporary and
    part-time jobs
   Students with disabilities may need assistance
    convincing themselves that employment and career
    success are viable and realistic goals
Employability Day Program
   Bring faculty, staff, and community
    members together for career-related
       Employment Laws and Policies
       Self-Advocacy Training
       Mentoring from Faculty Members and
        Business Leaders
       Job-Seeking Skills and Interview Skills
Employability Day Strategy

   Accommodations Planning Team
    (APT) Seminar
APT Format
   Team Format
       Student with a disability
       Employer in area of interest
       Rehabilitation professional
       Technology specialist
       6 to 8 teams total
Employability Day Objective
   Jump start job seeking planning
   Reason: 66% unemployment rate
   Majority want to work
   Stubborn statistic for over 30 years
APT Sequence
   Step 1: Identify congruent job options
   Step 2: Strengthen job interview skills
   Step 3: Identify barriers to productivity
    and feasible accommodations
   Step 4: Understand protections and
    provisions in the Americans with
    Disabilities Act (ADA)
   Step 5: Organize the job search
Thank you.


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