Shifting Practices, Shifting Perspectives: UDL and Beliefs about Disability
Christopher Lanterman, Northern Arizona University
Lauren Copeland-Glenn, Northern Arizona University
Seventy-seven pre-service teachers participated in a research study to determine the degree to which training in universal design for learning (UDL) might impact their beliefs about disability. Findings suggest that training in UDL resulted in a small, but statistically significant, shift in pre-service teachers’ beliefs about disability from a medical model view of disability to a social model view of disability.
The Adult Learner: Misconceptions of Available Support and Uncertainties of Accommodation Use
Katherine C. Aquino, St. John's University
This study explores the misunderstandings and perceived hesitation of self-identification and accommodation use for adult learners with disabilities in higher education. Using a case study approach, this research investigated how students who self-identified as having a disability, did not utilize support services in the postsecondary environment, even though they believed it would be beneficial to their academic success.
Remote, In-person, and Hybrid Exam Proctoring, Oh My!
Kegan Clark, Texas A&M
Learn how we used Zoom during the 2020-21 Academic Year to create a virtual testing center capable of simultaneously proctoring students from multiple courses with different start times while providing a variety of exam accommodations in an equitable manner. We’ll share our journey from 100% in-person proctoring to almost exclusively remote Zoom proctoring to a hybrid approach.
Accessible Online Engagement for Deaf Audiences
Lauren Kinast, National Deaf Center
Sarah Brown, National Deaf Center
Tia Ivanko, National Deaf Center
The pandemic brought about a mandatory shift to online and virtual activities. Many entities were not prepared nor did they have experience in providing quality and equitable access services; the learning curve was steep for many. There are a number of factors that should be taken into consideration to ensure that deaf participants have an equitable experience to other participants. With the range of accessibility services and technologies available, it may seem simple to select, schedule, and implement accommodations. This poster session will provide strategies, tips, and considerations for inclusive practices for online engagements (meetings, lectures, or events) that take into account deaf participants with diverse communication preferences.
Autism Programs at US Colleges and Universities
Jane Thierfeld Brown, Yale Child Study, Yale Medical School
Michelle Rigler, University of Tennessee at Chattanooga Mosaic Program
Margaret Camp, Clemson University
There are about 70 specialized autism programs at colleges and universities around the country. This poster session will articulate the different programs and their emphasizes. Directors from some of the programs and the Chairs of the Autism KPC will be available to answer questions.