The goal of this course is to promote equal opportunity and the full participation of students with disabilities in higher education by helping participants advance their awareness of the meaning of accessibility in education. Participants will gain competence and confidence in working with students by focusing on legislation, universal design, and assistive technologies. Thank you to Abbas (Bobby) Husain Quamar, Graduate Student Researcher in the Department of Rehabilitation Science and Technology at the University of Pittsburgh, for his contributions to the course.
Disability Awareness and Support
提供方
Disability Awareness and Support
University of Pittsburgh
教學大綱 - 您將從這門課程中學到什麼
週
1Introduction
Students come to our higher education classrooms with a wide variety of knowledge, skills, talents, and abilities. As educators, we want all of our students to be successful and feel supported in an inclusive learning environment. Many of our students have disabilities that they may or may not disclose to faculty and staff. Typically, the process of providing required documentation and identifying appropriate accommodations is a collaborative effort between the student and the disability services staff. Faculty are not a part of this process and may not be aware of the rationale or implications. In this week, we will begin with an introduction to students with disabilities. Week 1 highlights the key United States legislation that relates to higher education students with disabilities and describes the process of obtaining support services.
14 個視頻（共 29 分鐘）, 3 個閱讀材料, 1 個測驗
14 個視頻
What is a Disability?6分鐘
Legislation7分鐘
Obtaining Services3分鐘
Dr. Cooper - What was your experience in college before the ADA was passed?3分鐘
Dr. Cooper - How can administrators improve the academic environment for students with disabilities?分鐘
Jonathan - What assumptions do other students make about your abilities?分鐘
Brandon - What would you like other students to know about living with a disability?分鐘
Jonathan - What do you wish you’d known when you went to college?分鐘
Dr. Seelman - How can faculty learn more about students with disabilities?分鐘
Dr. Seelman - What can be done beyond the Disability Services Office to support students with disabilities on campus?1分鐘
Dr. Seelman - How does the UN convention impact the ratifying countries regarding higher education?1分鐘
Director Culley - What is the process a student with disabilities goes through with Disability Services?分鐘
Director Culley - What role do instructors play in helping students with disabilities?分鐘
3 個閱讀材料
Readings10分鐘
Assistive Technology10分鐘
Glossary10分鐘
1 個練習
Week 120分鐘
週
2Accommodations and Assistive Technology
This week we describe the process used for deciding on reasonable accommodations for students with disabilities and the role of Disability Services in making this determination. We identify specific accommodations that students with disabilities might need in order to fully participate in life at the university.
11 個視頻（共 29 分鐘）, 2 個閱讀材料, 2 個測驗
11 個視頻
Testing Center Accommodations2分鐘
Assistive Technology2分鐘
Screen Reader Demonstration8分鐘
Jonathan - What was your experience with the level of support at your institution?分鐘
Brandon - Have faculty been understanding of your need for accommodations?1分鐘
Brandon - How was beginning your undergraduate years different from going to graduate school?分鐘
Jonathan - How does assistive technology help your in day-to-day activities?分鐘
Bobby - What types of accommodations have faculty made for you and what do you think could be improved?2分鐘
Dr. Cooper - How do assistive technologies impact education?1分鐘
Director Culley - Who determines reasonable accommodations for students with disabilities?分鐘
2 個閱讀材料
Readings10分鐘
Assistive Technology Case Study10分鐘
1 個練習
Week 220分鐘
週
3Accessible Design
In Weeks 1 and 2, we reviewed disability definitions and legislation, plus the disability services, accommodations, and technologies that you might find on your college campus. In Week 3, we focus on the design and development of your course materials. We use the term “universal design” to emphasize the inclusive design of instruction to make it meaningful and useful for all students. We also look at best practices for documents such as using clear fonts, organizing text with headings, and describing images with alternative text.
5 個視頻（共 16 分鐘）, 1 個閱讀材料, 1 個測驗
5 個視頻
Document Design7分鐘
Dr. Seelman - How are web accessibility standards related to students with disabilities?分鐘
Dr. Cooper - How can administrators improve the academic environment for students with disabilities?1分鐘
Director Culley - Who is responsible for making emerging technology accessible to students with disabilities?分鐘
1 個閱讀材料
Readings10分鐘
1 個練習
Quiz: Week 320分鐘
週
4Application
Please read the following case studies and respond to the corresponding questions on the discussion boards.
5 個閱讀材料, 1 個測驗
5 個閱讀材料
Case Study: Accommodations for Student with Concussion10分鐘
Case Study: Deafness10分鐘
Case Study: Ethics10分鐘
Case Study: Low Vision10分鐘
Post Course Survey10分鐘
1 個練習
Quiz: Week 420分鐘
4.5
33 個審閱熱門審閱
創建者 RR•Sep 19th 2017
I enjoyed this class a lot and it was a good introduction to working with students with disabilities and was a good refresher.
創建者 BC•Jun 21st 2016
Excellent course! I learned so much about all types of disabilities and resources that could be used to help students.
講師
Mary Goldberg
Assistant ProfessorHuman Engineering Research Laboratories
關於 University of Pittsburgh
Leader in Education | Pioneer in Research | Partner in Regional Development
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