Reaching ALL Learners

Integrated Training

Students with Disabilities as Diverse Learners Project

Center on Disability StudiesUniversity of Hawai‘I

Honolulu, HIwww.ist.hawaii.edu

Overview

I. About the SDDL ProjectII. Cultural DiversityIII. Universal Design for LearningIV. MentoringV. Wrap Up and Post‐Survey

About the SDDL Project

Professional development for faculty and instructors on addressing 

diverse learning needs. 

Trained over 2,000 people in 46 states and 20 

countries.

Longitudinal study of impact of 

the trainings.

Participants incorporated elements of training into 

their classroom teaching and preparation. 

For More Information 

Steven Brown sebrown@hawaii.eduProject Coordinator

Megan Conway mconway@hawaii.eduTraining Coordinator

Website www.ist.hawaii.edu

CULTURAL DIVERSITY

Circle of connected hands of different colors

Topics

I. Disability and DiversityII.CultureIII.Resources

Purpose

The purpose of this module is to expand and strengthen faculty knowledge, skills, and positive attitudes towards cultural diversity and Students With Disabilities (SWD).

Cartoon images of diverse sizes, colors, and body shapes holding hands. One figure is in a wheelchair.

Disability The Americans with Disabilities Act (1990)

includes a three-part definition of disability.

Under the ADA, an individual with a disability is a person who:

◦ Has a physical or mental impairment that substantially limits one or more major life activities.

◦ Has a record of such an impairment. ◦ Is regarded as having such an

impairment. http://www.eeoc.gov/policy/docs/902cm.html

Hidden/Invisible Disabilities: A Disability that Cannot Be Seen

Students with hidden/invisible disabilities are among the fastest growing category of students with disabilities attending postsecondary institutions.

The same principle of equal access applies to accommodations for students with invisible disabilities as well as students with visible disabilities.

Circle of connected hands of different colors

To Disclose or Not to Disclose…

Reasons people do not disclose and the consequences:

Do not regard themselves as having a disability. Fear of personal questions or people finding

out. Fear of reprisal (discrimination). Shame or embarrassment. Fear people will treat them differently or

isolate them. Stigma associated with having a disability.

Disability Culture

Arguments for Disability Culture Include shared:History Stigma Political advocacy Language ArtsGeography Experiences

Arguments against Disability Culture Include Differences in: Religion Food Family customs

Multiple schools of thought surrounding Disability Culture

How Are Disability and Cultural Diversity Related?

The “Double Oppression”◦ Disabled persons may experience a

“double oppression”. Since cultures view disability differently, it is important to be aware that not all individuals will seek and accept assistance in the same manner

Circle of connected hands of different colors

How Are Disability and Cultural Diversity Related? Questions to ask yourself

◦What is your personal definition of disability?

◦Where did your definition of "disability" come from?

◦ How does your definition of disability affect how you approach your students?

◦ How might your understanding of another culture affect your teaching style?

What is Culture? SYSTEM of learned and shared standards.

An INTEGRATED PATTERN of human behavior.

SCRIPTS - what to expect and what is expected in certain cultural settings.

VALUES - unstated assumptions and standard operating procedures.

*

Cushner, McClelland, & Safford (1996), Human Diversity in Education: An Integrative Approach, p. 66

TheIndividual

School

Church

Community

Neighborhood

Peer Group

ElectronicMedia

Family

Technology

Workplace

Print Media

The Arts

Sports

“Socializing Agents Transmit Culture”

Examples of Cultures

Ethnic/Race Disability Organizational Lesbian/Gay/Transgendered Military

The Individual

RaceEthnicity/

Nationality

Social Class

Sex/Gender

Health

AgeGeographic

Region

Sexuality

Religion

Social Status

Language

Ability/Disability

Sources of Cultural Identity

Disability, Cultural Diversity and the Classroom: Keeping An Open Mind

Working in a Multicultural environment takes:◦ Time◦ Work◦ Adaptability

Students with Disabilities may come from culturally and linguistically different backgrounds from yours. They need you to keep an open mind, exercise patience, and understand that professional development is work.

Circle of connected hands of different colors

ResourcesMulticulturalism National Multicultural Institute http://www.nmci.org/

Awareness Activities EdChange Multicultural Pavilion http://www.edchange.org/multicultural/activityarch.html

Suite 101.com- Quiz on Intercultural Competence http://skill-assessment.suite101.com/article.cfm/quiz_on_intercultural_competence

Resources continued…Disability Individuals with Disabilities as Diverse Learners Project

www.ist.hawaii.edu

The Center on Human Policy, Law, and Disability Studies -Syracuse Universityhttp://disabilitystudies.syr.edu/resources/otherdisabilityresources.aspx

The Division of Persons with Disabilities Disability Sensitivity Training Center http://www.iowa.gov/dhr/pd/eworkshop/CourseOverview.htm

Virginia Commonwealth University- Division of Health Careers/Education and Special Services Disability Awareness Quiz http://www.specialservices.vcu.edu/facultystaff/quiz.html

VSA Arts www.vsarts.org

Universal Design for Learning

Topics

I. UDL Definition and ImportanceII. UDL ApplicationsIII. Resources

I. Definitions• Universal Design is the

design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.”

~Ron Mace

“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.”

~CAST www.cast.org

Ron Mace envisioned universal design as an architectural one.

Challenge

What’s wrongwith thispicture?

Universal Design

Who benefits from curb cuts?

Challenge

Learners are diverse!

Diverse Learners

DisabilitiesReturning/older

learners

Second language learners

Culture

Race and Ethnicity

Learning Style

Socioeconomic Status

Gender

Universal Design for LearningStudents benefit by:• Greater access to course content• Greater opportunities for achievement• Greater satisfaction with the learning process

Faculty benefit by:• Ability to reach a diverse population without needing

to modify course requirements/expectations.• Tools to consider how and what to teach in a

systematic and structured manner.• Opportunity to examine teaching effectiveness in

light of reappointment, tenure, and promotion process.

3 Principles of UDL

Representation

• Ways to represent materials for student recognition of material (ex. Lecture, video, audio, digital materials, groups)

Expression

• Ways of expression of what is learned (ex. Presentation, papers, role-playing, technology implementation, projects)

Engagement

• Ways to engage learners so that they are interested in what they are learning

Multiple means of…

II. Applications: Instructional Methods

• Direct • Indirect• Experiential

Direct• Structured Overview• Lecture-traditional lecture in a• classroom.

UDL Applications:Digital Talking books/E-textbooksChunkingPause ProcedureOrganizers

Methods - Direct

Examples of UDLApplications

Guided notes give students an incomplete outline that helps guide them through a lecture but leaves gaps for notetaking.

The Declaration of Independence was signed in the year______

Guided Notes

Power point slides can

also serve as guided notes.

Examples of UDLApplications

A short pause that allows for discussion or retention of material.

Pause Procedure Assist with

presenting material in a different way and in organized manner.

Graphic Organizers

Ethnic Diversity

SocioeconCultural

Asynchronous Format

Synchronous Format Face-to-Face

Learning at one's own convenience at different times and different locations as others taking the same course.

Learning from a different place at the same time with others taking the same course.

Groups can be organized to work on case-studies and/or student-directed learning.

Methods – Indirect and Distance

Methods - Experiential

Lab demonstrations Three-dimensional models

Role-play

Lab demonstrations supports one of the ways students can express what they know and learned. This can be done in conjunction with writing out steps.

Three-dimensional models create an expressive way students can learn and relay what they know by using a kinesthetic approach.

Role-play is a way for an array of diverse learners to express what they have learned.

Applications: Instructional Materials

• Power Points• Audio and Visual• Texts and Notes

Materials - Power Points

UDL Tips– Use to give structure to a

presentation– Integrate images wherever

possible– Less is more– Be sure to read slides/pass

out and post note pages

Materials - Audio & Visual

UDL Tips– Represent language concepts visually– Include audio and video recordings– Be sure to include open captioning &

audio description where necessary

Materials - Texts & Notes

UDL Tips– Alternative textbooks– Alternative formats– Instructor and student notes online– Interactive & descriptive syllabus

Materials -Technology

UDL Tips– Utilize online materials– Encourage enhancement of tech skills– Ensure online accessibility and W3C

compliance

III. Further Resources

General Information About Universal Design for Learning

Center for Applied Special Technology (CAST) www.cast.org

TRACE Research Center http://trace.wisc.edu/about

National Universal Design for Learning Taskforce http://www.advocacyinstitute.org/UDL

Resources

Universal Design in Postsecondary Education

IST Project www.ist.hawaii.edu Renton Technical College

http://webs.rtc.edu/ii/dsdp.html Equity and Excellence Project

www.eeonline.org DO-IT Project www.washington.edu/doit Faculty Ware

www.facultyware.uconn.edu/home.cfn

Resources

Learning Style Inventories www.usd.edu/trio/tut/ts/style.html www.engr.ncsu.edu/learningstyles/ilsweb.html

Web Accessibility WebAIM http://www.webaim.com WWC3 http://www.w3.org/WAI Captioning

http://www.universalsubtitles.org/en/http://webaim.org/techniques/captions/

Two hands holding the Earth. 

46

MentoringI’ll be your Mentor

A black figure sitting on a brown block

47

ExerciseExercise #1: Mentors in your Life

(can be conducted with a group or individually)

a.Have you had mentors?b.If so, think about some of your mentors

1. What did you like best about the mentoring relationship?2. Was there something about the mentoring relationship you didn’t like?3. What, if anything, would you have changed? 4. If you haven’t had mentors, what would you like from a mentor?

c.Think of one experience or story from one mentoring relationship you’d be willing to share with the group to describe something you really liked about your mentoring relationship. 

• To discuss mentoring history and general concepts.

• To provide information about mentoring in general in postsecondary education.

• To provide information about mentoring related to individuals with disabilities in postsecondary education.

• To offer suggestions for using mentoring related to individuals with disabilities in postsecondary education.

• To share exercises to be used to facilitate mentoring in postsecondary education.

Goals

48An archer shooting an arrow

The History of Mentoring Mentoring, both conceptually 

and in practice, is ancient. 

Greek author Homer described Odysseus leaving for battle and requesting his friend Mentor to guide and protect his son in his absence. 

Since the 20th Century when organizations such as the Big Brothers, Big Sisters and 12‐step programs were popularized, mentors models have proliferated.

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A black figure mentoring a Romanian person

Mentoring is a dynamic, reciprocal, long‐term formal, or 

informal, relationship that focuses on personal and/or 

professional development. A mentor is a sounding board and 

guide. Mentors provide perspective, resources, and ask 

thought‐provoking questions.  In the ideal mentoring 

relationship, mentors and mentees or protégés learn and 

teach each other.

What is Mentoring?

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Two black figures shaking hands

Brown, Takahashi & Roberts, 2010

Mentoring Model

.

51

black figure holding a magnifier glass

Brown, Takahashi and Roberts, 2010

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Working

Learning

Connecting

Thriving

Leading

A black figure with a question mark over his head

Why Mentoring is Important

Hare, R.  (2008). Plotting the course for Success:  An Individualized Mentoring Plan for youth with disabilities.  Washington, D.C: National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership.

Types of Mentoring:

Different Types

Different Types

One-to-one mentoringOne-to-one mentoring

ElectronicElectronic

Group mentoring

Group mentoring

PeerPeer

Community-based

mentoring

Community-based

mentoring

Face-to-face

Face-to-face

EmailEmail

PhonePhone

How the Model Applies

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Longevity

Commitment

Socializing and Spending time in more casual settingsRelationships more casual

and informalCollaboration

Time Together-Distance or Face-to-Face

MentorMentee

A black figure holding a mentor sign

A black figure sitting on a blue box with a question mark over his head 

Mentoring Components

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Reciprocity• Mentor and mentee both learn from experience.

Informality• Most mentors/mentees consider their relationship casual

Longevity• Mentors and mentees are together for longer than a year.

Socializing• Drinking coffee, socializing, spending time together in non‐academic ways.

Technology• Using computer and networking technologies for electronic, or e‐mentoring. 

Mentoring Components

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Collaboration  • Cooperation, such as exploring scholarly research      writing, and presentations together. 

Communication• Face‐to‐face meetings, emails, and phone conferences.

Commitment• Mentors and mentees make a long‐term commitment (generally at least a year.)

Transferable • Faculty and student mentoring relationship evolve over time. Relationships may continue after a student graduates. Mentoring relationships are fluid and can take a different shape over time/

Common Student/Faculty Mentoring Activities

Meeting to discuss academics, major selection, career goals, graduate schools, and personal matters.

Assisting with questions about University policies and campus resources/services

On campus lunches or coffee breaks.

Activities

Attending professional meetings with student mentees and holding discussion groups.

Reviewing resumes, scholarship applications anpreparing for internship interviews.

Participating in student life and development, student leadership and special events.

Preparing and presenting at conferences.

Attending student’s graduation, meeting family and friends.

(Partners for Success, California State University @ Long Beach)

Retention of students

Promotes accessibility

Promotes inclusion

Matriculation for students with disabilities

Creates inclusive environments

Transfer skill sets to other areas

Increases the knowledge, skills and awareness of faculty members related to disability issues

Students with disabilities are both mentees mentors

Friendships

Why is Mentoring Important for Faculty and Students with 

Disabilities in Postsecondary Education?

58A black figure holding red balls

What Have We Learned About Faculty‐Student Mentoring? 

Students with disabilities are both mentees of faculty in areas of the faculty’s expertise and mentors to faculty in areas about disability.

Sharing perspectives. Communicating and interacting are the essence of the mentoring relationship.

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4 8

A black figure teaching two students, one of them is a student using a wheelchair

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Things to Consider When Mentoring Students with Disabilities

• A mentor should always locate an accessible place in which to meet

• A mentee with a health condition may tire easily and need a flexible schedule, i.e., accommodate by planning a morning meeting rather than afternoon because the mentee tires later in the day

• A specific time to eat and a special menu because they for example have diabetes

Things to Consider When Mentoring Students with Disabilities

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• A mentee with a physical disability may have challenges with transportation and, as a result, be late for mentoring meetings

• The mentee who is deaf or hard of hearing will likely need an interpreter or assistive technology at mentor meetings

• A mentee with a hidden disability such as a learning disability. ADD or ADHD may appear overwhelmed and confused at times.  Be patient!

Be open to working with students with disabilities.

Keep in mind that good mentor/mentee relationships do not happen overnight.

Open communication is important.

Mentor/mentees need to develop the best way to work together.

Seek opportunities to maintain contact.

Both mentee and mentor discuss expectations, so they are in agreement about what to expect from the mentoring relationship.

Recommendations

62

A black figure playing chess

63

ExerciseExercise #2: Mentoring Relationships 

(can be conducted with a group or individually)

a.Describe a mentoring relationship (as mentee and/or mentor) that you have had in the postsecondary environment where diversity was a key component of the relationship.

1.Were you the mentor, mentee or both?2.Was this a formal or informal relationship and how did it start (i.e. were you participating in a mentoring program or did the relationship just evolve)?3.Did the issue of diversity and/or disability enter into the relationship?

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ExerciseExercise #2: Mentoring Relationships (Continued)

4. What did you learn from the relationship?5. What did you bring to the relationship?6. What were the challenges and successes of maintaining 

the mentoring relationship?7. How did you maintain the relationship over time?8. What did this mentoring relationship mean to you in the 

long term?9. How did your mentoring relationship evolve over time 

i.e., (instructor, advisor, supervisor, mentor, friend).

American Association of People with Disabilities(AAPD): http://www.aapd.com/

Association of Higher Education and Disability (AHEAD): http://ahead.org/

DO-IT (Disabilities, Opportunities, Internetworking, and Technology): http://www.washington.edu/doit/

STRIDE (Successful Transitions in Diverse Environments) Hawai‘i: http://www.hawaii.edu/stride/

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Resources

ReferencesBrown, S. E., Takahashi, K., and Roberts, K. D. (2010). Mentoring individuals with 

disabilities in postsecondary education: A review of the literature,” Journal of Postsecondary Education and Disability, 23(2), 98‐111. 

Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project:  Exploring mentoring practices for students with disabilities in postsecondary education.  HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from  http://www.ist.hawaii.edu/products/

Hare, R.  (2008). Plotting the course for Success:  An Individualized Mentoring Plan for youth with disabilities.  Washington, D.C: National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership.

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