grinnell college inclusive teaching practices for supporting students with disabilities katherine...

Grinnell College

Inclusive Teaching Practices for Supporting Students

with Disabilities

Katherine DeibelUniversity of Washington

April 7, 2010

Grinnell College 2

Who I Am

▬A …LAST… year grad student in CSE▬Research Area(s):

Education, technology, and disability▬Disability Advocacy at UW▬Publications on disability and teaching

▬Interviews with UW students with disabilities

▬I’m an armchair educator

April 7, 2010

Grinnell College 3

Respecting Others

▬Disability is a complex and personal subject▬Treat others as you want to be treated▬Respect opinions of others▬React with teaching not anger▬Use the words you feel comfortable with▬Ask questions (verbally or by paper)

April 7, 2010

Grinnell College 4

University Students with Disabilities

▬Increased enrollments (entering freshmen)▬1978: 2.3%▬1998: 9.8%

▬Estimates of 4-year undergraduates with disabilities▬10.6% (2004)▬11.3% (2003)

April 7, 2010

Sources: Scott et al, 2003; NSF 2004-316; NCES 2006-184

How can universities best service students with disabilities?

Grinnell College 5

Disabilities in the ClassroomWhat disabilities do expect to see among your students?▬ADHD▬Dysgraphia/dyslexia▬Depression / Anxiety▬Mobility issues▬Asperger’s▬Autism spectrum▬ Vision issues▬Hearing Issues

April 7, 2010

Grinnell College 6

Disabilities – U.S. College Students

April 7, 2010

Learning 55%

Mental/Emotional 10%

Health 6%Other 5%

Mobility 12%

Speech 1%

Visual 5%

Hearing 6%

Disabilities at U.S. Colleges & Universities (NCES Report 1999-046)

Disabilities of Students Registered with Disability Services at 4-year U.S. Universities

Grinnell College 7

Only Part of the Picture…

▬Only students registered with disability services▬Do all students with disabilities register with

disability services?

NO!▬Education studies show a tendency for students

to delay or avoid registering

April 7, 2010

Grinnell College 8

Disabilities and RegistrationWhy would a person not register with disability services?▬Stigma▬Lack of knowledge about resources or having a

disability▬Bureaucracy▬Diagnosis▬Resistance to diagnosis (self or family)▬Expense

April 7, 2010

Grinnell College 9

Disabilities and Registration

▬Cost of registration / confirmation / diagnosis▬Stigma / ridicule / negative past experiences▬Unaware of eligibility / disability status▬Not eligible for accommodations▬Easier to self-accommodate▬No appropriate accommodations▬Accommodations are not helpful

April 7, 2010

Grinnell College 10

Implications for Teaching

▬Just servicing students with accommodation requests is not enough

▬Provide support for the “unknown” students with disabilities

▬Even better… raise the quality of education for all students of all abilities

April 7, 2010

Grinnell College 11

Inclusive Education▬Provide an equitable educational experience for

all students of all abilities▬Proactively minimize the need for students with

disabilities to request accommodations▬Build supports into regular teaching practice▬Not limited to classrooms:

▬Departmental resources and events▬Libraries, labs, computing, etc.▬Extracurricular activities▬Student services and offices

April 7, 2010

Grinnell College 12

Inclusive Education – Basic Idea

▬Reduce the need for accommodation requests▬Attempt to avoid inaccessible teaching practices

April 7, 2010

Grinnell College 13

This is Not Inclusive Education

April 7, 2010

Blah blahLesson 2 ▓

ASL ASL

zzz

Stuff to Learn− Lesson 1− Lesson 2− Lesson 3

Lesson 2

▬ ASL signers▬ Audio amplification▬ Live captioning▬ Braille displays▬ Modular seating▬ ...

WASTE OF RESOURCES!!!

Anticipate everything by making all classes include:

Built-in Classroom Accommodations

Grinnell College 14

This is Also Not Inclusive Education

April 7, 2010

▬ PowerPoint▬ Graphs or diagrams▬ Verbal lectures▬ Written communication▬ Physical movement▬ Psychic communication▬ …

TOO PARANOID TO TEACH!!!

Avoid anything that is non-accessible:

???

????????????

???

Avoid Anything Inaccessible

Grinnell College 15

Principles of Inclusive Education▬Awareness of students’ diverse abilities▬Raise quality of education for all students▬Minimize (not eliminate) need for accommodations▬Universal design

▬Proactive instead of reactive▬Improve access and usefulness for everyone

▬Utilize sound pedagogical practices▬Use technology appropriately

April 7, 2010

Grinnell College 16

The Student Perspective▬Question:

How successful is UW’s CS Education at including students with disabilities?

▬Published in:▬Forthcoming book, UW Press.▬K. Deibel. Course Experiences of Computing Students

with Disabilities: Four Case Studies. SIGCSE 2008. ▬K. Deibel. Studying Our Inclusive Practices: Course

Experiences of Students with Disabilities. ITiCSE 2007.

April 7, 2010

Grinnell College 17

Meet Our Guides

AlanAnimation courseArtDevelopmental DisabilityUses disability services

Dave CS1 Psychology OCD, depression, anxiety

SethCS1Intended CS majorDeaf in one ear

Pam CS2 Intended CS or EE major Generalized anxiety disorder

April 7, 2010

Grinnell College 18

Student Profile: Alan▬26 year old male junior (commuter)▬Developmental disability affecting

memory and reading/writing ability▬Enrolled in a computer animation course▬Art major▬Registered with disability services

▬Books-on-tape▬Note takers▬Extra time on tests

April 7, 2010

Grinnell College 19

Student Profile: Seth▬18 year old male freshman▬Deaf in left ear▬Enrolled in CS1▬Interested in computer engineering▬Plays saxophone in a jazz band▬Used a hearing aid as a child▬Chooses not to use a hearing aid now

April 7, 2010

Grinnell College 20

Student Profile: Pam▬19 year old female freshman▬General anxiety disorder▬Enrolled in CS2▬Interested in CS or EE▬Recent diagnosis of anxiety disorder and

panic attacks▬Discloses only to family and close friends▬Only beginning to view anxiety as a

disability

April 7, 2010

Grinnell College 21

Student Profile: Dave▬19 year old male freshman▬Obsessive-compulsive disorder, anxiety,

and low-level depression▬Enrolled in CS1 (out of curiosity)▬Psychology / Pre-Med major ▬Does not view himself as disabled▬Father called up for deployment to Iraq▬Applied for a hardship course withdrawal

April 7, 2010

Grinnell College 22

Our Guides

April 7, 2010

Alan

Seth

Pam

DaveMen

tal/

Emotio

nal

Hearing

Learning

Grinnell College 23

What Are Inclusive Practices?

▬Do not be a jerk▬Understand and support student self-advocacy▬Encourage classroom community▬Attend to different learning styles▬Artifact the classroom▬Address mistakes promptly and smartly▬Flexibility and adaptation ▬Thinking thoroughly about assessment▬Compromise

April 7, 2010

Grinnell College 24

Practice: Do Not Be a Jerk

▬Disability stigma shapes perception of a person▬To be pitied or in need of extra help▬Less intelligent or capable▬Lowered expectations:

McDermott. “The Acquisition of a Child by a Learning Disability.” 1993.

April 7, 2010

Alan

Told he would fail in the design industry because of his disability despite a resume showing design experience and strong management skills.

Grinnell College 25


▬Difficult to relate to most invisible disabilities ▬Misunderstandings on impact of disability

▬Andrew Imparato, President of AAPD▬Bipolar Disorder

▬Once asked in a job interview, “Everyone sees a therapist nowadays, what’s the big deal?”

▬“Liz”, Political Science Graduate Student▬Learning and attention disabilities

▬Instructor told her that everyone has preferred learning styles and good students need to learn to adjust

April 7, 2010

Grinnell College 26


▬Accusing students of lying or fraud▬Chronicle of Higher Education articiles:

Williams & Ceci (1999)

Zirkel (2000)

▬Rebecca Cory’s “Walmart Shoplifting Policy”▬Some shoplifting will occur▬Put in systems to minimize it▬Do not close store to prevent shoplifting

April 7, 2010

Grinnell College 27April 7, 2010

Practice: Understand Self-Advocacy

▬Taking personal responsibility (good or bad) for managing one’s education and (dis)ability

Seth

▬Chooses not to use a hearing aid▬Usually chooses seating positions that

favor his good ear▬Sometimes sits by friends instead

▬Contacts instructors before start of every term about accommodations

Alan

Grinnell College 28


▬Some disabilities limit communication▬Speech and communication disorders▬Anxiety issues

April 7, 2010

Would you ask an instructor or TA for help regarding your anxiety?

“Because of the person I am, I probably “would not tell them and try to deal with the “problem myself... I’d just think I’d be kind “of embarrassed and feel like I was just “complaining...”

Pam

Q:



▬Failure in self-advocacy leads to self-loathing and embarrassment

“Generally, I try to keep my parents out of my business being that I’m a junior in college, but at this point my mom did get involved because she saw how frustrated and angry I was.”

Alan

Describing the aftermath of failing to receive the animation textbook on tape in time.


Practice: Encourage Community

▬Include accommodations statement in syllabus▬Discuss on first day of class

▬Foster a classroom community and dialogue:▬Discuss diversity of abilities and learning styles▬Encourage students to give feedback on your

pedagogical practices▬Discuss relevant disabilities to entire class

▬If disability has a noticeable impact on the class▬Only with permission and cooperation of student


Practice: Different Learning Styles

▬Students can readily identify what teaching styles work or do not work for them

Seth

▬Prefers when instructors write and say aloud what they are doing

▬Helps bypass his hearing problems

Alan

▬Software tutorials in class difficult to take notes about

▬Recognizes usefulness to others



▬Students can readily identify what teaching styles work or do not work for them

▬Views in-class problems as productive▬OCD can lead to him obsessing over why

a solution does not work▬Uses provided slides to look ahead and

understand the solution▬Thus avoids being distracted

Dave

Grinnell College 33

Practice: Different Learning Styles▬Make deliberate pauses after

▬Asking a question▬Making an important point

▬Allows time for▬Reflection▬Taking notes▬Forming one’s thoughts or response

▬Benefits:▬Reflective learners▬Cognitive disabilities

April 7, 2010

Grinnell College 34


▬Learning styles and multiple intelligences▬MBTI, VAK, Multiple Intelligences

▬Some disabilities similar to learning styles▬Students can recognize their preferred styles

▬Discuss in class▬Online tests available

April 7, 2010

Grinnell College 35


▬If you are writing something down, say it▬Avoid deictic terms: “there, here, etc.”

▬If you are saying something, write it down▬Do not write everything▬Write down key words, numbers, names, etc.

▬Benefits ▬Both verbal and visual learners▬Vision and hearing disabilities

April 7, 2010

Grinnell College 36

Practice: Artifact the Classroom

▬Have a course website▬Make course materials available online▬Provide lecture notes and slides▬Benefits:

▬Less pressure to capture perfect notes▬Safety net for

▬Hearing or vision mistakes

▬Comprehension difficulties

▬Absences due to health or doctor appointments

April 7, 2010



▬Make course materials available on the course website

Seth

▬Lessens criticality of taking accurate notes in class

▬Fallback in case he mishears or misses something in lecture

Alan



▬Make course materials available on the course website

Pam

Dave

▬Reduces anxiety about getting lost in class

▬Reduces anxiety if a lecture is missed

Grinnell College 39


▬Textbooks▬Ideally present information visually and verbally▬Decide on course texts early to give time for

digitization▬Consider books that have electronic versions

▬Course webs ▬Make sure they meet accessibility standards (WCAG)▬Catalyst web tools▬Include syllabi, handouts, assignments, etc.

April 7, 2010

Grinnell College 40


▬Community / shared note-taking▬Print over handwriting (when possible)

▬Digitize your talks: PowerPoint, PDF, etc.▬Provide print copies of your lecture notes

▬Record what you can:▬Digital camera shots of whiteboards▬Tape recording▬Podcasting

April 7, 2010



▬UW Podcasting Initiative▬Automatic audio recording and online posting of

lectures for some courses▬Motivated primarily to be cutting-edge▬Not considered [originally] as a disability support▬Usage and performance being studied and evaluated



▬Podcasting▬None of the CS courses used podcasting▬Students’ other courses have used podcasting

▬Lessens stress of note taking

Alan

Seth

▬Fallback in case he mishears or misses something in lecture

Grinnell College 43



April 7, 2010

“I’ve never done that because I’ve never “had this much trouble with a class before “but I definitely would with computer “science if that were an option... It would “be so much “nicer to have a podcast.”

Dave

When asked if he has ever listened to podcast lectures in his other courses




▬Provided note takers do not capture all the material in a lecture

▬Podcasts helpful for filling in gaps▬Advantageous for commuter students

Alan

Grinnell College 45



April 7, 2010

“I actually recently purchased an iPod for podcasts, and I’ve taken lectures with podcasting before and have done really well when it has been podcasted because I have been able to keep up and I can listen to it anywhere… on the bus…"

Alan


Practice: Address Mistakes

▬Even minor breakdowns in access lead to problems and frustrations

Pam

▬CS1 and CS2 use a password protected online textbook

▬Pam used CS1 text to prepare for exams and assignments

▬CS2 TA forgot to give out password▬Increased Pam’s anxiety over CS2 exams

and assignments


Practice: Address Mistakes

▬Even minor breakdowns in access lead to problems and frustration

▬Animation course lectures were mainly software tutorials

▬Difficult for Alan to take notes▬A set of tutorials on DVDs were available

but only during TA lab hours▬Availability further limited by Alan being a

commuter student

Alan


Practice: Flexible Pedagogy

▬Vary your teaching practices▬Complement partially inaccessible approaches with

more accessible ones

▬Example: Using Diagrams▬Visual aids can be powerful tools▬Potentially problematic for the visually-impaired ▬Work with visually-impaired students to identify an

alternative approach


Practice: Flexible Pedagogy

▬Adapt to your students when necessary▬Example: Kinesthetic Learning

Student in a wheelchair▬Don’t say “Everyone stand up”▬Say “Everyone, get away from your desk and find

some space to move?

Student with anxiety or social issues▬Constrain stressors for that person▬Take on or model key positions first▬Respect and allow non-involvement


Practice: Rethink Assessment

▬We teach with learning goals in mind▬Assessments let students demonstrate their

progress towards learning goals▬Learning goals should be clear in the design of

assignments and exams



Assignments and Homework▬Identify key learning goals for assignment▬Provide scaffolding

▬Separate form and content / message and medium

▬Offer multiple alternatives when possible▬E.g., A presentation instead of an essay

▬Make the assignment piece-wise ▬Require some pieces to be completed▬Optional to complete other pieces



Exams and Quizzes▬Exams test students’ mastery of applying their

knowledge in a limited time period▬Time limits negatively impact many disabilities

▬Learning disabilities▬Anxiety disorders▬Sensory difficulties

▬Time limits impact non-disabled students too



Exams and Quizzes▬Expand time limits for all students

▬Take home tests

▬Offer alternatives to tests▬Projects, reports, etc.

▬Let students decide between exam options


Hey wait…

▬What about cheating?▬Can we trust the students to do their own work?▬Won’t this take a lot of time to implement?▬You’re asking a lot of me, aren’t you?


Inclusion is about Compromise

▬Compromise with yourself▬Identify your preferences for teaching▬Move closer to inclusive practices as comfortable▬Be willing to invest more effort in the short term for

benefits in the long term



▬Compromise with the students▬Listen to the students about what works▬Adjust as far as you are comfortable ▬Complement partially inaccessible approaches with

more accessible ones



▬Compromise with the course goals▬Some materials and tasks…

▬…are required▬… will be hard▬… are inaccessible

▬Question why some challenges and barriers exist▬Push and challenge when appropriate


Summary: Inclusive Teaching Is…

▬Improving the quality of learning for all students of all abilities

▬Learning about human diversity▬Guaranteeing access, not success▬Compromise and progress


But I have more questions…

▬Resources abound:▬Disability Resources for Students▬DO-IT: http://www.washington.edu/doit/

▬A community of help and dialogue:▬Your students▬Your teaching colleagues▬Your departments▬Your institutions

Grinnell College 60

Concluding Thoughts

▬Think about ability and disability▬Aim to help everyone▬Take it slowly or fast▬Enjoy your teaching

April 7, 2010


Thanks

▬Acknowledgments:Grinnell College, Janet Davis, Henry Walker, Karen McRitchie, Ken Yasuhara, Practical Pedagogy, DO-IT, Sheryl Burgstahler

▬For more information, please contactKate Deibel <[email protected]>http://www.cs.washington.edu/homes/deibel

Questions? Comments?

grinnell college inclusive teaching practices for supporting students with disabilities katherine...

Documents

disabilities of students

uw students

university students

college students

grinnell college11 slide

grinnell college8 slide

grinnell college5 slide

grinnell college2 slide