Students with Intellectual Disabilities in a College Course?

SURE!!!But How Do We Do It?

Presented by the Florida Consortium on Inclusive Higher

Education

PresentersJordan T. Knab, EdS

Principal Investigator & Director,

K-16 Educational Initiatives

University of South Florida St. Petersburg

College of Education

Email: jknab@usfsp.edu

813.361.1076

Shakonda Murray Diggs, MS

Assistant Professor

Tallahassee Community College

Behavioral, Social Sciences & Education

Phone: 850.201.6597

Email: diggss@tcc.fl.edu

Patrick D. McDermott, MS

Professor, College Success & Career Planning Program Chair

Tallahassee Community College

Behavioral, Social Sciences & Education

Phone: 850.201.8482

Email: mcdermop@tcc.fl.edu

Cynthia May, PhD

Professor

Humanities and Social Sciences

College of Charleston

Phone: 843.953.6735

Email: mayc@cofc.edu

Resource Designed Specifically for Postsecondary Faculty

2-Hour Online Learning Module on Universal Design for Learning (UDL)

at no cost

Direct URL to UDL online module: www.flconsortiumudl.net

Gallery of photo

examples

Color-coded connections

Reflections

Deeper Understanding

UD

L Sn

apsh

ot

UDL Online Module HIGHLIGHTS• Introduction to UDL: facts, background, etc.

• Network-Based Goals: design & communicate learning goals

• Methods:• Barriers in curriculum• Supporting diversity in learning• UDL in large general education context

• Materials• Barriers in commonly used materials• E-Tools and digital books• Course Syllabi • Accessible instructional Materials

• Assessing Students• Ideas for offering multiple representations options• Aligning assessment with goals

• Resources

You want to have a student with IDD in

your course...But are concerned

about HOW to do it.

How do you meaningfully include

students with IDD?

• Communication and Planning – nothing else will work without teamwork

• Academic Inclusion – review of the basics and some advanced strategies

Establish a communication plan at the start.

Meet with program staff. Establish clear expectations.Know your point of contact.

Meet with student and mentor.

Consider your course goals. Consider the student’s strengths, support needs, and goals.Find the space where these intersect.

Review the academic agreement. Set plan to monitor progress.

Communication and Advanced Planning

The point is not necessarily to keep up,

or to do things in the same way.

The point is to keep going, to

the best of our abilities, with

high expectations.

Start with your syllabus

Syllabus: From Legal Contract to Invitation/RoadMap

Simple, Intuitive,

Perceptible

Syllabus: From Legal Contract to Invitation/RoadMap

Maintain the integrity:Everyone learns the same core

Reduce the density:

Identify key concepts in advance

Make it accessible:Create multiple routes of entry

Consider your

content

Planning Pyramid

Schumm, J.S., Vaughn, S. & Harris, J. (1997).

What some students will learn

What most studentswill learn

What ALL students should learnFoundational Concepts

Most Important Concepts to Lesson/Unit

Next Most Important

Information

Additional Facts

Complex, Abstract,

Detailed Concepts

What all students should remember

in 5 years

Details that enhance

development of other skills

(e.g., critical thinking, scientific

methodology)

Concepts that

challenge and

stretch

Character analysis

Foreshadowing

Imagery

Key symbolism

Motifs

Basic plot

Primary characters, protagonists and antagonists

Major themes

Setting

Historical background

Historical

and literary analysis

Julius Caesar

6 phases include:

interphaseprophaseprometaphasemetaphaseanaphasetelophase

Process by which a cell separates the chromosomes into two identical sets in two nuclei.

Mitosis consists of 6 stages. It is a fast and complex process. Typically followed by cytokinesis, which divides the cell.

The two processes together are called the mitotic phase.

Variationsacross species;fungi, slime

Mitosis

Many factors affectconformity, including:

size of the group, social status,number of dissenters, whether

actions remain private

Conformity is a change in one’s behavior to align with the behavior of others.

Conformity can be helpful (movie theater etiquette; traffic laws)or harmful (failure to turn in a cheater; mob mentality)

Nuancedways thatconformity

affects our world

Conformity

Supports for learning

Clear instructions/rubricExamples to follow

What does the learner need to be part of the educational process?

Graphic Organizer

Graphic Organizer

IMPACT OF EVENT

BIG IDEA

WHO? KEY People

WHERE?

GEOGRAPHY

WHEN?

WHAT?

The KEY EVENT

CAUSE

Guided Notes

Please use the terms below to fill in the blanks.

Synapse Axon Action Potential

myelin sheath dendrites neurotransmitters

The long part of a neuron that sends signals to other neurons is the ___________.

The gap between neurons is called the ______________________________.

When a neuron fires, the result is called an _______________.

The ___________ insulates the axon and speeds up the messages.

_____________ are chemicals released by the neuron that travel across the gap to a nearby neuron.

____________ are branch-like arms that receive messages from other neurons.

Be flexible – allow different ways to communicate knowledge

Make your expectations clear and individualized

Make it meaningful – link assessments with SLOsfor the course and student

Give real grades – grade should reflect progress towards potential

It should be possible for any student to fail or fly

Consider your assessment

FOSTERING FACULTY SUPPORT & PERSPECTIVES

TCC’S EAGLE CONNECTIONS PROGRAM

Shakonda Diggs, Assistant Professor of College Success and Career Planning,

Patrick McDermott, Professor of College Success and Career Planning and Program Chair

HOW FACULTY MAKE THIS PROGRAM SUCCESSFUL

Who teaches in the program?

Courses ALL students take:

ENC 1011 SPC 1017

SLS 1510 SLS 2261

HSC 1100 CGS 1030

Internship Life skills sessions

*Then the student will choose a Pathway.*

Faculty:

Collaboration ( SA and AA and professors)

Workshops

Engagement HoursI

EXAMPLE LEARNING OUTCOMES: SLS2261

GENERAL EDUCATION LEARNING OUTCOMES:

Students will demonstrate an understanding of diverse perspectives and their influence on individual, social, historical, and political events or on cultural expression.

SOCIAL SCIENCE LEARNING OUTCOMES:

Students will analyze various social science concepts to demonstrate an understanding of social, cultural and political structures.

Students will compare and contrast the findings from various social science specializations to explain diverse perspectives and their influence on social, cultural, political and economic global events.

Students will apply social science theories and research findings to individual and group experiences.

COURSE

The students will identify the elements of ethical decision making then select and apply those decision making elements appropriately.

The students will locate, evaluate and use information to evaluate their strengths and then analyze how those strengths support their career choice. (Meta major).

The students will analyze how diversity affects group dynamics and learning.

Students will evaluate how application of leadership skills impacts development of effective civic engagement practices.

QEP: DIGITAL FOCUS LEARNING OUTCOMES:

Students will find, operate. And/or utilize digital tools for academic and professional purposes.

Students will use digital tool(s) to create, modify, and/or organize content.

Students will use digital tool(s) and/or communicate content effectively

COURSE AND SLO’S- TOOLS

PROCESS

Meet with student and mentor

Have student review course syllabus

Have student figure out what they want from the

course based on SLO’s and course description

Professor reviews student’s notes

Professor aligns SLO’s and course activities and

assignments

Fill out Academic Agreement

Meet with student and mentor on a regular basis to

monitor progress

Develop/ revise assignments as needed

TOOLS FOR FACULTY:

Course Syllabus

Pacing/ Canvas

Mentor

Course assignments/ rubrics

Academic Agreement

Midterm and Final evaluation

EAGLE CONNECTION

ACADEMIC AGREEMENT

Eagle Connections Academic Agreement

Semester: Course:

Student Name: Faculty Name:

ID Number: Faculty Email:

Student Email: Faculty Phone #:

List 3-5 objectives (from the syllabus) below to be the learning goals for the student.

Course Objectives to be

met by the student:

List resources available to help

the student complete the

objective.

List how the student will

demonstrate understanding

and successful completion of

the objective.

A mid-term meeting should be scheduled to assess how the student is progressing and

offer guidance as needed. Students are auditing the course and do not receive credit or a

GPA. However, they are expected to participate and complete the course objectives listed

above to show Satisfactory Academic Progress. Please make copies for the instructor,

student, and mentor.

Instructor Signature:

Date:

Student Signature:

Date:

Mentor Signature:

Date:

Mentor Name:

Mentor Contact Info:

ALTERING ASSIGNMENTS

FACULTY

COLLABORATION

Link classes to meet

multiple outcomes

Overlap assignments to

meet outcomes in both

courses

Create calendar for

student to follow that

shows the work

AssignmentDue in Canvas by 11:59PM in both

SLS1510 and SLS2261

Outline for Chapters 1, 2, and 3 in SLS2261

This will also count as Test 1 in SLS1510

Thursday, February 16

What Is Your Mantra?

The What Is Your Mantra? assignment given in SLS1510 will also fulfill

the Leadership Philosophy given in SLS2261

Friday, February 24

Productivity and Goals

The Productivity and Goals assignment given in SLS1510 will also count

for the Service Learning Reflection #1 in SLS2261

Sunday, March 5

Midterm Exam

The Midterm exam will consist of a goals outline and leadership

reflection questions. There will also be a 20 questions multiple choice

section.

Tuesday, March 6

Movie Analysis

This assignment will count for Test 2 in SLS1510 and Quizzes 1 and 2 in

SLS2261

Thursday, March 23

Service Learning Reflection #2

This will count for Quizzes 2 and 3 in SLS1510

Sunday, April 2

Holland Code, Myers-Briggs, and StrengthsQuest Collage

This assignment will combine the Myers-Briggs and Holland Code

Collage in SLS1510 with the Strengthsquest assignment in SLS261

Tuesday, April 4

Résumé

This assignment will fulfill the career portfolio assignment in SLS1510

and the LinkedIn assignment in SLS2261

Tuesday, April 18

Service Learning Reflection #3

This assignment will count for quiz 4 and 5 in SLS1510

Sunday, April 23

Final Presentation

The SLS2261 final presentation will also count for the SLS1510 Final

Exam

Final Week of Class

NEEDS

Open lines of communication

Administrative support

Training

OVERCOME CHALLENGES

Meet mentor and student before class begins

Have mentor attend class with student

Choose faculty to understand and support the mission of program – faculty should be open to learning

Every student has unique needs

Need support out of class

Student needs to be motivated

Articulating program exceptions to family

and student

Behavior issues – how to deescalate

REWARDS

Students want to continue with another class and

professor sees growth

Support student in Eagle Connections completion

Develop skills to contribute to the community

QUESTIONS?