Powerpoint from a presentation describing a qualitative study investigating faculty experiences in teaching students with intellectual disability in their college classes, including benefits, challenges and strategies for providing effective instruction to students with ID. Presented at the 2019 AHEAD Conference.
In this webinar, presenters from Millersville University share how they have encouraged and educated professors and faculty to include ALL students in their classes. This philosophy of inclusion begins in the classroom and extends throughout the campus and into the community. Topics covered include: the important role of faculty in fostering inclusion; strategies for faculty to use in the classroom; how to build capacity of students through meaningful relationships; and how to measure progress in and out of the classroom.
This webinar shares details on the strategies used by KU TPE staff who offer training and support to course instructors to facilitate inclusive and challenging college experiences, collaborate with the disability services office to identify accommodations, and provide individualized coursework adaptations as needed. Examples of adaptations, instructor feedback, student engagement, and instructor UDL training will be provided. Resources included here are the PowerPoint presentation from the webinar, two handouts used in trainings, the recording of the webinar, and the transcript.
These presenters from Millersville University will share how they have encouraged and educated professors and faculty to include ALL students in their classes. This philosophy of inclusion begins in the classroom and extends throughout the campus and into the community.
Attendees can expect to learn the important role of faculty in fostering inclusion; strategies for faculty to use in the classroom; how to build capacity of students through meaningful relationships; and how to measure progress in and out of the classroom.
Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed.
Students who are attending the University of Kansas Transition to Postsecondary Education (KU TPE) program participate in 24 hours of KU coursework during the certificate program. These are typical college courses that are inclusive and available to all undergraduate students.
This presentation was given at the 2016 TPSID Project Director Meeting by Dr. Kelly Kelley. It provides a helpful introduction to the steps to follow to assure that students with intellectual disabilities are supported to have meaningful access to and participation in inclusive academics in college. It addresses class selection, academic supports, ongoing evaluation of progress, and communicating with faculty.
This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education.
This study investigated the efficacy of a writing (ANSWER) strategy to improve the essay test responses of students who were enrolled in a campus-based, postsecondary education program for individuals with developmental disabilities. Random assignment to treatment or control groups and a pre- and posttest design were employed. Students used the six-step ANSWER strategy to analyze essay test prompts, construct outlines, generate essay responses, and revise as needed. The results were evaluated using a strategy scoring rubric.
This grading rubric template shares basic information on how to create a rubric for any learning assigned to the student. This format can be used for an individual assignment or learning goal, as well as for a full course or internship.
