Disability as Diversity Benefits of promoting an inclusive

Disability as Diversity: Benefits of promoting an inclusive classroom environment Jessie Green & Mallory Workman May 4, 2017

Agenda What are intellectual and developmental disabilities? TOPS History & Program Research How does it relate to you in the classroom? 2

Reflection Question, Part 1 • What words or phrases come to mind when you hear the word DIVERSITY in reference to the classroom? 3

Reflection Question, Part 2 • How do you accommodate diverse abilities and learning styles in your classroom? • If this is not currently an active part of your planning process, why not? 4

5 5 What is a Developmental Disability? • Severe, chronic disability that is attributable to a mental or physical impairment or combination ‒ manifested before the person reaches age 22 and is likely to continue indefinitely. ‒ substantial functional limitations in three or more areas of major life activity • • • self-care receptive and expressive language learning mobility self-direction capacity for independent living and economic self-sufficiency

6 6 What is an Intellectual Disability? • Intellectual disability involves problems with general mental abilities that affect functioning in two areas: ‒ intellectual functioning (such as learning, reasoning) ‒ adaptive functioning (activities of daily life such as communication and independent living) • Intellectual disability affects about one percent of the population, and of those about 85 percent have mild intellectual disability.

Higher Education Opportunity Act • Authorized in 2008, funds made available in 2010 • Established Transition Programs for Students with Intellectual Disabilities (TPSID) • First round of funding: 2010 to 27 schools • Second round of funding: 2015 to 25 schools • Established Comprehensive Transition Program (CTP) 7

Think COLLEGE! • Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. With a commitment to equity and excellence. • Think College supports evidence-based and student centered research and practice by generating and sharing knowledge, guiding institutional change, informing public policy, and engaging with students, professionals and families 8

Transition Options in Postsecondary Settings (TOPS) Program The Ohio State University Nisonger Center

Program Models • 2 -Year Certificate of Completion • 4 -Year Generalized Studies Certificate 10

Academics - Overview • Sequence of courses that TOPS students can select will lead to a body of knowledge that will be marketable and in the student’s area of interest • Two types of classes available for enrollment: ‒ Inclusive regular courses (audit courses) ‒ Program-level courses (TOPS SLCs) 11

Academics - Supports • TOPS Educational Coaches ‒ Ohio State students enrolled in Disability Studies 5191 Internship ‒ Complete training modules to enhance skills and facilitate delivery of high quality classroom support ‒ Provide in-class support and accommodations as necessary • Note-taking assistance, social prompting, assistance with dates and deadlines ‒ Complete weekly evaluations for their matched students • Academic Center ‒ 251 Mc. Campbell Hall ‒ Open 5 days a week for ~5 hours per day 12

Campus Membership • Buck ID • OSU Email • Social Events ‒ ‒ ‒ Ohio Union Athletics Community Service Program Events Community Events • Travel Training ‒ COTA ‒ CABS ‒ Other 13

Independent Living • Partnership w/ University Village http: //universityvillage. com 14

Career Services • Employment experiences are driven by person-centered planning and are customized based on student’s career goals, interests, skills and abilities • Students participate in: ‒ Career Exploration and Research ‒ Informational Interviews and Job Shadows ‒ Unpaid Internships and Student Employment • TOPS is accredited by the Commission on Accreditation of Rehabilitation Facilities (CARF) 15

Career Services • Internships are between 10 -20 hours per week • Students utilize campus resources such as: ‒ University Job Postings ‒ Career Services Workshops ‒ OSU Career Fairs • Career Specialists and Job Coaches ‒ Support with internship and paid employment placement ‒ Assist student in learning and maintaining job skills 16

TOPS Employment Outcomes • 91% of graduates are currently working in various positions: ‒ The Ohio State University Wexner Medical Center • All positions were created and customized for each student ‒ ‒ The Columbus Zoo & Aquarium Giant Eagle Market District Self-Employed Enchanted Care Learning Center • Average hours per week – 22. 5 • Average hourly wage – $8. 74 17

Why College? • Students with IDD have many of the same goals and desires as their typical peers: ‒ To advance their intellectual and academic knowledge that lead to life long learning, ‒ To increase their work experiences that lead to a career, and ‒ To continue their emotional and social growth leading to meaningful relationships, greater self determination and confidence (Martinez et al. , 2010) 18

Research on inclusive classrooms • In 2004, only 15% of students in special education moved onto postsecondary programs (Martinez et al. , 2010) • “The classroom is a social venue with social challenges” (Gobbo & Shmulsky, 2012, p. 41) • Educating faculty and staff on disabilities and their academic/social impacts on an individual • ‘‘Youth with ID who participated in postsecondary education were 26% more likely to leave vocational rehabilitation services with a paid job and earn a 73% higher weekly income” (Migliore et al. , 2009) • ’Need for more research (Langford-Von Glahn et al. , 2008) 19

Research, cont’d • Inclusion is a human right. • Inclusion is realized when there is mutual and ongoing benefit • Inclusion is dependent on individual and communal perspectives • Inclusive institutions of higher education celebrate intellectual diversity (Jones et al 2015) 20

What’s being said at Ohio State… • “The student always comes to class and participates in group activities. He is also very motivated to improve the quality of his work. The student always makes insightful contributions to our group discussions, which helps to make him an important member of our class. ” ‒ Instructor, Department of Educational Psychology 21

What’s being said at Ohio State… • “This class has a lecture component that was not part of the previous class that the student took with me. I was a little curious how he would react to the level of material that we engage in with this class. He appears to be doing well. He is clearly engaged in the lectures and has applied what he learned in the lectures to the practical portion of the class. ” ‒ Instructor, Department of Theatre 22

What’s being said at Ohio State… • “He is a very good student. He has the ability to work independently and he always impresses me with his writing, even on his tests when he takes them alone. The student will share personal stories in class and the class is responsive to him. ” ‒ Instructor, Department of Educational Psychology 23

What’s being said at Ohio State… • “The student had a harder time with the short-answer portion of the exam. I suspect that this was, as much as anything, due to trouble organizing his thoughts and formulating answers. It would be interesting to see how an exam might be formulated…in a manner that would work better for the student. ” ‒ Instructor, School of Music 24

What’s being said at Ohio State… • “I still believe that the student could be successful if he took this class provided he had certain accommodations and a few adjustments to assignments. Throughout the course, he showed a really strong investment in his research project. The student’s enthusiasm is a particularly great strength. He also did a great job listening, paying attention, and interacting with the other students. ” ‒ Instructor, Department of English 25

What can I do in my classroom? • UDL (Universal Design for Learning) ‒ Performance Indicator Categories • • Class climate Interaction Physical environments and products Delivery methods Information resources and technology Feedback Assessment Accommodation • Maintain high expectations • Think outside the box 26

Accommodations vs. modifications 27

Case study activity • Background: Andrew was a student with IDD in a college-level History course. Andrew’s reading and writing skills are at a second-grade level and he considers himself an audiovisual learner. The final assessment for the History course was a 10 -12 page research paper on a topic covered in the semester • Challenges • Outcomes 28

Now it’s your turn… • Think of an assessment in your course (i. e. final project, exam, research paper, etc. ) • How could you modify this assessment to be more meaningful/accessible for students with limited academic skills or unique learning abilities? 29

Final thoughts • Inclusion of students with IDD in a college classroom: ‒ Provides a symbiotic relationship between students with IDD and their typical peers ‒ Leads to more positive employment and selfdetermination outcomes ‒ Encourages faculty and staff to think outside the box and be creative in their material and assessments 30

References and resources 31 • Burgstahler, S. (2012). Equal access: Universal design of instruction. Seattle: DO-IT, University of Washington. www. uw. edu/doit/equal-access-universal-design-instruction • CAST, U. F. (n. d. ). 5 Examples of Universal Design for Learning in the Classroom. Retrieved May 03, 2017, from https: //www. understood. org/en/learning-attention-issues/treatments-approaches/educational-strategies/5 -examples-of-universaldesign-for-learning-in-the-classroom#slide-2 • Gobbo, K. , & Shmulsky, S. (2012). Classroom needs of community college students with Asperger’s disorder and autism spectrum disorders. Community College Journal of Research and Practice, 36, 40– 46. doi: 10. 1080/10668920903381813 • Jones, M. M. , Boyle, M. , May, C. P. , Prohn, S. , Updike, J. , & Wheeler, C. (2015). Building Inclusive Campus Communities: A Framework for Inclusion. Insight: A Think College Brief on Policy, Research, and Practice, 26, 1 -6. • Langford-Von Glahn, S. J. , Zakrajsek, T. , & Pletcher-Rood, S. (2008). Teaching students with Asperger syndrome (and other disabilities) in the college classroom: Creating an inclusive learning environment. Journal on Excellence in College Teaching, 19, 107– 133. • Martinez, D. C. , & Queener, J. (2010, Winter). POSTSECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES [Scholarly project]. In The George Washington University - HEATH Resource Center. Retrieved May 3, 2017. • Migliore, A. , Butterworth, J. & Hart, D. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities [Think College Fast Facts No. 1]. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion. • Wolanin, T. R. , & Steele, P. E. (2004). Higher Education Opportunities for Students with Disabilities - A Primer for Policymakers. The Institute for Higher Education Policy. Retrieved May 3, 2017.

Thank You Jessie Green. 1798@osu. edu Mallory Workman. 1170@osu. edu 32