Reaching ALL
Learners
Integrated Training
Students with Disabilities as Diverse
Learners Project
Center on Disability Studies
University of Hawai‘I
Honolulu, HI
www.ist.hawaii.edu
Overview
I. About the SDDL Project
II. Cultural Diversity
III. Universal Design for Learning
IV. Mentoring
V. 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.edu
Project Coordinator
Megan Conway mconway@hawaii.edu
Training Coordinator
Website www.ist.hawaii.edu
CULTURAL DIVERSITY
Circle of connected hands of different colors
Topics
Disability and Diversity
II. Culture
III.Resources
I.
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.
Hidden/Invisible Disabilities:
A Disability that Cannot Be Seen
Circle of connected hands of different colors

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.
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
Multiple schools of thought surrounding
Disability Culture

Arguments for
Disability Culture
Include shared:
 History
 Stigma
 Political advocacy
 Language
 Arts
 Geography
 Experiences

Arguments
against
Disability
Culture Include
Differences in:
 Religion
 Food
 Family customs
How Are Disability and
Cultural Diversity Related?
Circle of connected hands of different colors

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
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.
“Socializing Agents Transmit Culture”
Family
School
Church
Technology
Workplace
The
Individual
*
Community
Neighborhood
Print Media
The Arts
Peer Group
Sports
Electronic
Media
Cushner, McClelland, &
Safford (1996), Human
Diversity in Education: An
Integrative Approach, p.
66
Examples of Cultures
Ethnic/Race
 Disability
 Organizational
 Lesbian/Gay/Transgendered
 Military

Ability/
Disability
Race
Ethnicity/
Nationality
Social
Class
Language
The
Individual
Social
Status
Sex/
Gender
Religion
Health
Sexuality
Geographic
Region
Age
Sources of
Cultural Identity
Disability, Cultural Diversity and the
Classroom: Keeping An Open Mind
Circle of connected hands of different colors

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.
Resources
Multiculturalism

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://skillassessment.suite101.com/article.cfm/quiz_on_intercultural_compet
ence
Resources continued…
Disability





Individuals with Disabilities as Diverse Learners Project
www.ist.hawaii.edu
The Center on Human Policy, Law, and Disability Studies Syracuse University
http://disabilitystudies.syr.edu/resources/otherdisabilityresources.asp
x
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 Importance
II. UDL Applications
III. 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.”
“[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
Challenge
What’s wrong
with this
picture?
Universal Design
Who benefits from curb cuts?
Challenge
Learners are diverse!
Disabilities
Returning/older
learners
Gender
Socioeconomic
Status
Second
language
learners
Diverse
Learners
Culture
Learning Style
Race and
Ethnicity
Universal Design for Learning
Students 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
Multiple means of…
Representation
• Ways to
represent
materials for
student
recognition of
material (ex.
Lecture, video,
audio, digital
materials,
groups)
Expression
Engagement
• Ways of
expression of
what is learned
(ex.
Presentation,
papers, roleplaying,
technology
implementation,
projects)
• Ways to engage
learners so that
they are
interested in
what they are
learning
II. Applications: Instructional
Methods
• Direct
• Indirect
• Experiential
Methods - Direct
Direct
•
•
•
Structured Overview
Lecture-traditional lecture in a
classroom.
UDL Applications:
Digital Talking books/E-textbooks
Chunking
Pause Procedure
Organizers
Examples of UDL
Applications
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 UDL
Applications
Pause
Procedure
A short pause that
allows for
discussion or
retention of
material.
Graphic
Organizers
Assist with
presenting material
in a different way
and in organized
manner.
Socioecon
Cultural
Ethnic
Diversity
Methods – Indirect and
Distance
Asynchronous
Format
Learning at one's
own convenience
at different times
and different
locations as
others taking the
same course.
Synchronous
Format
Learning from a
different place at
the same time
with others taking
the same course.
Face-to-Face
Groups can be
organized to work
on case-studies
and/or studentdirected learning.
Methods - Experiential
Lab demonstrations
Three-dimensional
models
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
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/
I’ll be
your
Mentor
Mentoring
A black figure sitting on a brown block
Two hands holding the Earth.
46
Exercise
Exercise #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.
47
Goals
• 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.
48
An 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.
A black figure mentoring a Romanian person
49
What is Mentoring?
Mentoring is a dynamic, reciprocal, long-term formal, or
Two black figures shaking
hands
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.
Brown, Takahashi & Roberts, 2010
50
Mentoring Model
.
black figure holding a magnifier glass
Brown, Takahashi and Roberts, 2010
51
Why Mentoring is Important
Connecting
Learning
Leading
A black figure with a question
mark over his head
Thriving
Working
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.
52
Types of Mentoring:
One-to-one
mentoring
Phone
Electronic
Different
Types
Email
Face-toface
Group
mentoring
Peer
Communitybased
mentoring
How the Model Applies
Longevity
Mentee
Commitment
Mentor
Socializing and Spending
time in more casual settings
Relationships more casual
and informal
Collaboration
Time Together-Distance or
Face-to-Face
A black figure holding a mentor sign
A black figure sitting on a blue box with a
question mark over his head
54
Mentoring Components
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 nonacademic ways.
Technology
• Using computer and networking technologies for electronic,
or e-mentoring.
55
Mentoring Components
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/
56
Common Student/Faculty
Mentoring Activities
Attending student’s
graduation, meeting
family and friends.
Meeting to discuss
academics, major
selection, career
goals, graduate
schools, and personal
matters.
Participating in
student life and
development,
student
leadership and
special events.
Preparing and
presenting at
conferences.
(Partners for Success, California State University @ Long Beach)
Activities
On
campus
lunches
or coffee
breaks.
Assisting with
questions about
University policies
and campus
resources/services
Attending
professional
meetings with
student mentees
and holding
discussion groups.
Reviewing resumes,
scholarship applications an
preparing for internship
interviews.
Why is Mentoring Important for
Faculty and Students with
Disabilities in Postsecondary
Education?
Retention of
students
Promotes
inclusion
Friendships
Creates
inclusive
environments
Transfer skill
sets to other
areas
A black figure holding red balls
Promotes
accessibility
Increases the
knowledge, skills
and awareness of
faculty members
related to disability
issues
Matriculation for
students with
disabilities
Students with
disabilities are
both mentees
mentors
58
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.
4 8
A black figure teaching two students, one of them is a
student using a wheelchair
59
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
60
Things to Consider When Mentoring
Students with Disabilities
• 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!
61
Recommendations
 Be open to working with students with disabilities.
A black figure playing chess
 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.
62
Exercise
Exercise #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?
63
Exercise
Exercise #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).
64
Resources
 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/
65
References
Brown, 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.
66