Beyond Equity and Access: Fostering an Inclusive Campus Climate for Postsecondary Students with Autism Who are Non-speaking
Talar Touloumdjian, M.S., California State University Channel Islands
Valeri Cirino-Paez, M.S., California State University Channel Islands
Given the increasing enrollment of postsecondary students with autism across the U.S., many campuses have developed specialized ASD programs. However, are campuses across the nation prepared for students with ASD who are non-speaking? This poster presentation will provide an overview of how CSU Channel Islands is fostering an inclusive campus climate for a successful student with ASD who is non-speaking. The presenters will share their challenges/successes, and offer ways to foster an inclusive campus climate.
Create Accessible Computing Labs: An Accessibility Checklist
Lyla Crawford, M.S., DO-IT, University of Washington
The University of Virginia will demonstrate an online reporting mechanism to address and remediate accessibility issues in the academic, digital, and built environments. Created in-house, "Report A Barrier" is software designed to allow anyone to report a barrier to access. We will discuss the major functional areas across the University that were essential to successfully deploying this tool, the mechanics of how the software works, the communication flow, and how barriers are remediated.
Creating A Future: Understanding the Needs of Students Living with Autism Spectrum Disorders in Higher Education
Sarah F. Parsons
This poster shares research that explored why students living with autism (ASD) graduate from four-year colleges and universities at a significantly lower rate than their peers not living with ASD. A review of the data, the characteristics of students living with ASD, and the inherent difficulties of unsympathetic higher education environments lay the groundwork for understanding the research interviews. The project resulted in the ASD College Screening Tool.
Mental Health Awareness Video Competition (MHAVC): 2017 SUNY Program Award Winner
Susan Mann Dolce, Ph.D., University at Buffalo
The Mental Health Awareness Video Competition (MHAVC) is a collaborative program between the University at Buffalo Counseling Center and Accessibility Resources. Stigma and lack of information often contribute to negative attitudes towards individuals with mental health conditions. Negative attitudes may affect student engagement on campus and may discourage students from seeking appropriate support. Learn about the program and watch the winning videos!
The Influence of a University Peer-Mentoring Program on Student Disability Identity Development
Vanessa S. Cohen, Ed.D., Montgomery County Community College
A study was conducted to examine the impacts of a peer-mentoring program designed for registered students with disabilities, with specific attention on the disability identity development of students. The presentation will include findings from this mixed-methodological study, in which semi-structured individual interviews and survey based research methods were administered at a large, public, 4-year institution in the Northeast.
Proposed Guidelines for Disability Services in Singapore’s Institutes of Higher Learning
Eugene Ng, M.Ed., Singapore Management University
Nix Sang, Postgraduate Diploma, Singapore Management University
Disability services in Singapore’s Higher Education sector tend to vary in terms of structure and consistency, resulting in a need for alignment across Institutes of Higher Learning (IHLs). In an effort to contribute to assisting in raising standards and capabilities in disability services at IHLs, the Singapore Management University applied for, and received a national grant to pioneer the development of a set of proposed guidelines for disability services in Singapore’s IHLs by contextualizing and localizing international best practices. This presentation introduces the processes involved in developing these guidelines, and invites participants to offer suggestions to improve on the project, so that IHLs can better support and advance learning access for students with disabilities.
Lose the Paper, Gain Accessibility: How to Effectively Transition to a Paperless Office
Ashley Ciccolini Erickson, M.Ed., Florida Atlantic University
Courtney McGonagle, M.Ed., Florida Atlantic University
Most disability offices utilize paper forms in multiple aspects of their process, including initial applications, documentation, accommodation requests, accommodation letters, testing forms, and notes. Potential issues with paper use include inaccessibility to students, inconvenience to professors, lack of office space, and negative effects on the environment. The presenters will discuss what a paperless office looks like and the benefits it provides to students, faculty, and staff.
Campus Collaborations, Strategies, and our Journey to Closed Captioning
Stuart Buckley, B.A., Florida Atlantic University
Mike Robichaux, B.A., Docsoft Inc.
Florida Atlantic University recently embarked on a journey to use a closed captioning appliance as a way to provide our own closed captioning on campus. This was a strategy to keep costs low, utilize student workers and volunteers and get faculty engaged in the process of providing accessibility for their media content. We report on strategies and successes of this initiative along with the workflow and a demonstration of the captioning process through Docsoft.
Remote Communication Access Services: A Decision-Making Model for Effective Implementation and Use
Tia Ivanko, M.S., National Deaf Center for Postsecondary Outcomes
Deaf student enrollment in colleges across the country are on the rise, and securing access services can be difficult for institutions. Remote communication access services are viable options for institutions, but they may not be an effective solution. This session will provide professionals with tools to assess their institutional capacity and implement effective remote services.
UDL and Student Engagement in Higher Education: A Pilot Project
Anna Barrafato, M.A., Concordia University
Gordon Dionne, M.A., Concordia University
Miranda D'Amico, Ph.D., Concordia University
Mireille Paquet, Ph.D., Concordia University
Faculty and administrators in higher education have long been concerned with student engagement on college campuses and how it pertains to interest, motivation, and student success. Universal Design for Learning (UDL) holds the potential to address some of these pressing issues. Findings of a 2-year pilot project measuring student engagement in intervention (UDL) versus comparison groups will be presented. Faculty perception and attitude toward re-designing their courses will be considered. Implications for faculty buy-in will be discussed.
The Relationship Between Support Needs, Grades, and Needs for Consultation of Students with ASD and/or ADHD in Japanese University
Ginga Sasaki, Ph.D., University of Tsukuba, Japan
Tomone Takahashi, Ph.D., Shinshu University, Japan
Kazunori Takeda, Ph.D., Univeristy of Tsukuba, Japan
In order to better understand the support needs of students with ASD/ADHD, the relationship between need for support, grades, and need for consultation from student support staffs were examined. 1,158 Japanese college students participated in the study. Support needs related with distractibility and difficulty in planning increased as academic demand related with research activities increased in the junior and senior years. This change is also related with the needs for consultation.
CANCELLED: Building a Digital Braille Music Repository: A Call for Collaboration
David Perrotta, Library of Congress
Juliette Appold, Library of Congress
The Library of Congress' National Library Service for the Blind & Physically Handicapped is developing a Digital Braille Music Repository for the mutual benefit of institutions that provide on-request Braille transcription of sheet music. Participating institutions can contribute to and obtain materials from the Repository, eliminating duplication of effort and enabling faster turnaround for end users. Representatives from LOC will outline their ideas for the initial phase of the project and seek input.
From Madhouse to Schoolhouse: A Journey through Disability Culture in Education
Sean Kugler, M.Ed., Northern Arizona University
Matthew Wangeman, M.A., Northern Arizona University
Dorianne Pollack, M.Ed., M.A., Northern Arizona University
Chris Lanterman, Ed.D, Northern Arizona University
Chelsey Tarazi, B.S., Tarazi
The presenters, specialists, faculty, and students, will be available for a discussion of multiple topics within disability and culture. Topics include "inspiration porn;" other vs. us; the meaning of Disability Culture; how history has shaped our culture for good or bad; and 21st Century technology (is it accessible?
Attitudinal Outcomes of College Students Toward Inclusion of Students with Disabilities
Turki Alqarni, Ph.D. Candidate, Saint Louis University
The purpose of this study was to explore students' attitudes toward inclusion and social justice for people with disabilities in the university. A total of 166 college students completed an online questionnaire with 39 items. Overall, statistically significant results showed a negative correlation between knowledge and thoughts about disability: the less knowledge about disability, the more negative the students’ thoughts about disability.
Enhancing Accessibility in the Classroom Through Dynamic Faculty Learning Communities: The Faculty Perspective
Carol Marchetti, Ph.D., Rochester Inst of Technology
W. Scot Atkins, Ed.D., Rochester Institute of Technology
Sara Schley, Ed.D., Rochester Institute of Technology
An NSF-funded initiative aimed at enhancing access, engagement, and academic success of Deaf and Hard of Hearing (DHH) students in STEM-based courses at Rochester Institute of Technology. The project goal is to improve resources for faculty teaching DHH students in mainstreamed settings through an Accessibility Toolkit (ATK) and a learning community in which faculty are encouraged to experiment and innovate new ways to provide a more accessible and inclusive environment for DHH students. Faculty work with assigned DHH student-mentors to enrich their learning about how to best provide access to DHH students. This poster outlines the process of faculty learning community implementation and the impact on faculty engaged in those communities.
Awareness and Use of People First Language: A Focus on Undergraduate and Graduate College Students
Holly Hoffman, Ph.D., Central Michigan University
Marie Hengesbach, B.S.., Central Michigan University
Shana Trotter, B.S., Central Michigan University
Supportive environments, inclusive to all populations, is of utmost importance. A survey of college students assessed the perceptions and awareness level of person first-language. Nearly 600 students with a wide variety of majors ranked their awareness of the field of special education as minimal (45%); familiarity with people-first language very familiar (43%); value on the use of people-first language as extremely valuable (40%). Details impacting the use of people-first language are highlighted.
Engineering Social Success: How to Collaboratively and Universally Support Students with Social Barriers at the Postsecondary Level
Patty Eaton, Ed.S, Rose-Hulman
The Engineering Social Success series was designed to assist post-secondary students in overcoming barriers in a variety of social settings: classroom, small group, casual, professional, business, and interview settings. The initiative is a collaboration with the Student Counseling Center and Career Services department.
CANCELLED: Faculty Attitudes toward Students’ Disabilities and Faculty Readiness to Accommodate Students with Learning Disabilities in Postsecondary Education
Ameen Alhaznawi, M.A., University of Jeddah & Concordia University Chicago
This research identifies faculty attitudes and perceived knowledge of accommodations for students with learning disabilities in postsecondary education. Th goal is to understand factors that positively or negatively formulate the faculty members’ attitude towards disabled students. With enhanced understanding, educators and policymakers can formulate effective policies to promote positive attitudes, address possible obstacles, and help students accomplish their academic goals. The research results will clarify the possible moderating impact of gender, staff rnks, staff status, and years of experience and explain how these factors may affect attituds, and perceptions of faculty towards students with learning disabilities.
Four Educators Walk Into a Bar: Universal Design, Leadership, and Organizational Change
Kathy Hoppe, D.Min., Central New Mexico Community College
Four educators walk into a bar: a faculty member, a faculty trainer, a disability specialist, and an administrator. All four share their experience with the implementation of universal design at a large, urban southwestern community college. This study uses autoethnographic methodology coupled with faculty and staff surveys, to analyze institutional culture change towards universal design. Institutional change theory and best practices in universal design frame this study.
Equitable Opportunity: The Impact of Disability Management Curriculum on Independent Living Status and Self-Sufficiency
Eric Peebles, Ph.D., Auburn University
This poster shares the results of a descriptive research study and informs and challenges participants to probe further into the how disability curriculum contributes to the economic self-sufficiency of graduates with significant disabilities. It includes a review of related research and literature, which serve as a theoretical framework for supporting and encouraging self-determination and self-management skills. Self-sufficiency is addressed from an economic and personal perspective.
Enhancing Accessibility in the Classroom through Dynamic Faculty Learning Communities: The Student Perspective
Carol Marchetti, Ph.D., Rochester Inst of Technology
W. Scot Atkins, Ed.D., Rochester Institute of Technology
Sara Schley, Ed.D., Rochester Institute of Technology
A new initiative (funded by NSF) focuses on enhancing access, engagement, and academic success of Deaf and Hard of Hearing (DHH) students taking STEM-based post-secondary courses at the Rochester Institute of Technology. The goal for this project is to improve resources available for faculty teaching DHH students in mainstreamed settings by creating an Accessibility Toolkit (ATK) and a learning community. This poster session will outline the implementation of faculty learning communities from the perspectives of the student mentors.
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