Introduction
The Awareness section provides strategies and resources focused on the attitudinal changes the Florida Postsecondary Comprehensive Transition (FPCTP) Program has on a campus and with the faculty and staff.
Making the Connections to the Strategic Planning Tool
The Awareness section provides strategies and resources for two of the Benchmarks in Domain 2:
- Benchmark 2.3 focuses on the attitudinal changes the FPCTP program has on a campus along with the faculty and staff. Strategies and resources related to this benchmark include awareness activities to be used initially as well as for ongoing support in the way professional development can be planned and delivered.
- Benchmark 2.4 relates to ongoing program development. Strategies for communication and extension of the program are found here as well.
Where to Begin?
It is important that faculty and staff understand why the FPCTP program exists and how it aligns with the mission of the institution of higher education (IHE). The first question that faculty who are new ask is “Why?” Why is our college doing this? How does that fit into the mission of the college? Is this what we are supposed to be doing? The answers to these questions are part of the awareness process that is foundational for faculty connected to an FPCTP.
Building awareness can be done in two ways:
- Legal basis: Resources and rationale for the Why questions are provided as they relate to the legal support for FPCTP program development. Please note that starting off with the legalities of program development at faculty may be somewhat off putting for some. That is not to say that faculty do not need to know the reasons for the programs as they stem from legislative action; instead, it may simply be too strong an introduction to the field.
- Characteristics and Needs of the Population: A second route to developing awareness can be to provide information related to characteristics and needs of the population. Most higher education faculty already know about students with disabilities as they relate to those served by Accessibility Offices on campus. You can build on that knowledge and expand the discussion to include students with intellectual disabilities (ID). Working with accessibility office staff can be an asset in this process, as they probably have a storehouse of faculty awareness activities already in use. Below are additional resources you can use to plan faculty awareness activities.
One of the best resources for guidance in creating awareness around disability sensitive education in college is the book Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (Burgstahler, S.E. (2020)). Burgstahler provides ideas for working with all types of students with disabilities in college. The ideas and practices are certainly true for the population of students in FPCTPs. She begins her discussion on how to create faculty awareness by providing communication tips, stating that the best way to begin to learn about others with disabilities is to engage in communication with them. Below are some tips she suggests for all disability groups on campus.
Communication
One of the best resources for guidance in creating awareness around disability sensitive education in college is Sheryl E. Burgstahler’s book Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (complete reference at end of this section). In her book, Burgstahler provides ideas for working with all types of students with disabilities in college. However, her ideas and practices are certainly true for the population of students in IPSEs. She begins her discussion on how to create faculty awareness by providing communication tips. Stating that the best way to begin to learn about others with disabilities is to engage in communication with them. Below are some tips she suggests for all disability groups on campus.
- Ask people if they would like help before providing assistance.
- Refer to a person’s disability only if it is relevant to the conversation and do not ask intrusive questions about it.
-
Use commonly accepted, respectful, accurate
terminology and avoid derogatory, slang, dismissive,
patronizing, and negative descriptions when
referring to a person’s disability.
- Feel free to use common terms and phrase like “See you later” or “Let’s go for a walk.”
- However, avoid negative phrases that relate to disabilities like “He’s crazy” or “What an insane idea.”
- Don’t compare people with disabilities with those who are “normal”; if a comparison is needed at all, simply compare them to people without a disability.
- Accept that not everyone communicates using eye contact or desires physical contact such as a handshake, high-fives, or hugs.
- Provide information in clear, calm, respectful tones and be prepared to provide information in alternative forms (e.g., written or spoken words, diagrams). Offer directions or instructions both orally and in writing and be prepared to read them when asked.
- Avoid interacting with a person’s guide or service animal or touching assistive devices without the owner’s consent.
- Talk directly to a person with a disability, not through a companion or interpreter. If an interpreter is being used, speak to the person who is deaf, and if the interpreter voices what a person signs, look at the person who is deaf.
- When interacting with a person who is blind or has low vision, be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.” Verbally describe key visual content presented in charts, graphs, and pictures and offer your arm to guide them rather than pushing or grabbing them.
- When carrying on a long conversation with an individual using a wheelchair, consider doing so from a seated position.
- Listen carefully to individuals who have difficulty speaking. Repeat what you think you understand and then ask the person to repeat portions you did not understand.
- Face people who are deaf or hard of hearing and avoid covering your mouth and talking while chewing gum or eating. Speak clearly at a normal volume and talk louder if requested. Use paper and pencil or type comments on a mobile device if the person who is deaf does not read lips and an interpreter is not available.
Burgstahler, 2020 pp10-11
Sharing these ideas need not be done all at once. They might be better absorbed over time in a weekly email or several at a time included in a newsletter sent to faculty working with FPCTP. They may also be shared within a faculty resource handbook. Download a sample newsletter.
Think Again About Disability Awareness Options
The following recommended activities can help build awareness of disabilities. We have all experienced those activities that simulate what it feels like to have a disability. Using demonstration or simulation activities can be engaging and helpful to some extent, but keep in mind that they cease to be impactful when the simulation ends. Below are some links where you can access a variety of simulation activities if you choose.
- The University of Illinois’ Disability Allyship Resources provides a comprehensive list of resources to support being an ally for people with a disability. The webpage includes readings, videos, and discussion questions. It covers various disability topics such as ADHD, cerebral palsy, deafness, intellectual disabilities, and more. The resource list is designed for allies to deepen their understanding, challenge biases, and advocate for inclusivity. Suggested activities include integrating these resources into classrooms, public talks, or personal reflection. The site also offers guidance on using these materials to foster meaningful conversations about disability justice and identity.
- Disability Awareness Fairs: Trivia games: Organize a Disability Awareness Event on Your Campus Teach Access Accessibility Trivia: Directions and access to PPT trivia activity. Can be used as part of a disability awareness presentation.
- Simulation Activities: University of Illinois Empathic Modeling/Disability Simulation provides activities and other thought provoking considerations that go beyond a simple simulation.
As mentioned previously, use caution when using simulation activities to introduce disability awareness. Both Burgstahler (2020) and G. Thomas Behler, Jr (1993) believe that there are other options to simulation activities. Behler (1993) writes that “Simulations related to disability awareness have some major ethical issues that cannot be overlooked”. He provides four examples below.
- Simulation activities are not real-life experiences. The way they are typically used infers that this is how all individuals with a certain disability perceive the world; this is not true.
- The simulation activity can foster a feeling of hopelessness or discouragement. A better option may be to show how barriers are overcome; providing guidance on alternative techniques and real-life examples can foster more positive experiences.
- Simulation activities can have a negative impact on participants. If used to inform, then stated releases should accompany the simulation activities as they do in research related activities.The presenter should feel responsibility for the impact the simulation has on the participants and know that some may have lingering effects from the situation within the simulation.
- The simulation activity alone will not impress upon the participants the relevancy of understanding a disability. Only repeated connection to the simulation will anchor that relevancy in the participants’ minds
Alternatives to Simulation Activities: Burgstahler (2020) suggests that having a panel of those who are living with a disability is a better use of time than a series of simulations. A panel can be focused on how individuals overcome the barriers they encounter in their lives. In this way, the panel participants share real solutions to problems that are likely to come up in a college class. They can share those that worked and those that did not. It will take some forethought and structure to move the panel to share the positive solutions, but that effort will make the presentation more effective. If having a panel is not feasible, consider using videos to spark conversation. The following resources contain links to YouTube Channel links and videos to share:
Resources
What are Alternatives to Disability-Related Simulations to Promote Disability Awareness?
Check out several Youtube channels and videos in this article.
Amanda Kraus: Disability Awareness Programming and Simulation
Amanda Kraus discusses "Disability Awareness Programming and Simulation" during the 2013 AHEAD Conference in Baltimore, MD.
Ongoing Support and Professional Development
Another option for increasing awareness and support in the college environment is to develop a faculty handbook. It could be an actual paper handbook or it could be an electronic on such as the one developed by Western Washington University. WWU developed an Inclusive Teaching Handbook. as part of their online faculty resources.
The Cuyahoga Community College Faculty Handbook is another resource to assist you in creating a faculty handbook that supports inclusion.
The University of Arkansas has developed an online series of modules Disability as Diversity Programming Toolkit to aid faculty in their understanding of disabilities on campus. The landing page lists the topics covered in the five modules.
Monthly Newsletters
If developing a faculty resource handbook seems daunting, monthly newsletters might be a more attainable way to update faculty who are involved in the FPCTP. This takes less upfront time than the faculty handbook and provides information that is timely or addresses issues that occur in the moment. The monthly newsletters can evolve into a faculty handbook, if desired.
Including short teaching tips or ideas for classroom activities can be introduced in the newsletter and an offer can be made to expand the topic in one-on-one conversations. Video links are also a good addition to a twice a semester newsletter from the FPCTP. Caching your newsletters, handbooks, and video links in an online location like a course site within the college’s online learning management system (Canvas, Blackboard, Moodle, etc.) is a way to make the most of program staff time and efforts. The link can be shared frequently with interested faculty and staff.
Think College has a variety of videos that are accessible and free to use.
Video Resources for Newsletters and Professional Development
College Faculty Talk about Teaching Students with Intellectual Disabilities
The focus of the video is sharing perceptions about academic issues.
What do faculty need to understand beyond disability characteristics?
Reasonable Accommodations
Part of the awareness process for faculty should include some of the legal foundations for FPCTP programs.
- Adjusting the application process to ensure an equal opportunity to apply for enrollment.
- Moving a class to a room that is physically accessible to a student enrolled in a course
- Arranging a sign language interpreter or notetaker
- Providing captions on a video for a student who is deaf
- Giving a student extra time to complete an exam or allowing that student to take it in a location with fewer distractions
- Extending the length of time for completion of an assignment or program
- Substituting an alternative course for one that is typically required
- Modifying an assignment or giving a student an alternative one
- Converting digital documents, textbooks, and other materials into accessible formats for a student
Burgstahler, 2020 pp 16
One essential concept central to the legal foundations in higher education for individuals with disabilities is the concept of reasonable accommodations. It has been part of educational legislation since the early 1970’s (Rehabilitation Act of 1973) and knowing what is reasonable and what is excessive is critical for students with disabilities as well as faculty. Reasonable accommodations also have a link to Universal Design for Learning, another topic within this faculty toolkit. Stated simply, reasonable accommodations are adjustments to current learning environments that permit access for individuals with diagnosed disabilities so they may participate fully in that educational environment.
Faculty working with students with ID need to understand that like other civil rights legislation, the Rehabilitation Act of 1973 and the Americans with Disabilities Act (1990 and revisions in 2010) had implications in many areas of higher education. The points listed by Burgstahler seem to focus on policy and administrative practices. But helping faculty see how planning for reasonable accommodations as part of their work with students with disabilities is also required.
Explaining Accommodations in Higher Education
The National Parent Center on Transition and Employment (PACER.ORG) has developed a brief on Understanding Academic Accommodations in postsecondary education. This informational brief can be useful in explain the role faculty and students play in accessing and developing accommodations in college.
Another resource that helps communicate the legal foundation for CTP programs for adults with ID can be accessed on the National Parent Center on Transition and Employment website. This resource explains the legislation and process for postsecondary programming for students with ID. The webpage is focused on parent needs however; it provides useful information to help faculty begin to understand the rationale for CTP programs in general.
Teaching students with intellectual disabilities in a career or technical college places additional concerns on the faculty who work with them. Academic accommodations can be made in most areas of the career and technical instruction but adaptations to the testing or certification exam process is minimal.This resource from Advance CTE, is written for CTE faculty working with any student with a disability and provides examples that are connected to that instructional environment. Parts of the manual are useful for programs across the country.
Pulling this section together
In summary, programs that serve students with ID on a college campus need to engage the faculty within their programs as allies of the program and the students. The following are strategies in developing that relationship:
- Help faculty understand who the students in the program are and why they are here. This includes sharing how the program works and what resources are available for faculty and staff.
- Begin with awareness activities and continue with professional development.
- Plan a professional development session for all staff and faculty to attend can get the word out faster and further in a short period of time.
- Share ongoing support ideas through a web portal or newsletter to allow faculty to learn new information at their own pace.
- Be sure to include the rationale or legislative foundation for FPCTP programs to tie disability services to civil rights and diversity training.
- Include an understanding of using reasonable accommodations is important to helping clarify faculty responsibilities to any students with disabilities on campus.
- Use the resources that you have on hand. Be sure to connect with the Accessibility Services Office on campus to see how the FPCTP might partner with them to share resources and energy. They may have a faculty handbook or professional development sessions that can be added to and include information related to the FPCTP program.
- Collection of resources used at institutions of higher education to provide faculty with information about students with disabilities on campus. These are focused on general disabilities but can be used to provide a background for disabilities connected to FPCTP programs. The collection comes from National Center for College Students with Disabilities National Center for College Students with Disabilities and was developed in 2018.
- Accommodations and Modifications for Students with Disabilities in Career Education and Adult General Education. Brief overview of the accommodations allowed in secondary and postsecondary programming in Florida. Includes notes from Florida Rules on Development of Standards and Industry-driven Benchmarks.
- Disability is Diversity from the University of California Santa Barbara provides general definitions and information related to disability services and disability legislation.
- Working Together: Faculty and Students with Disabilities (U Washington: Do-it)Video from DO-IT project at the University of Washington. Students and faculty talk about students with disabilities in college settings. The video was produced in 1995, however the topics shared by faculty are relevant today.
- The West Virginia University Center for Excellence in Disabilities developed a Disability Acronym Dictionary This is one way to decode the often-confusing lingo of special education.
- The Think College video, Universal Design in the College Classroom: Faculty Experience. can be used as part of a professional development activity or a web portal item
Readings to share with faculty
Creating Accessible Learning Environments Vanderbilt University Center for Teaching provides a guide organized to cover topics of disability theory, disability rights movement, and accessibility strategies.
Disability Etiquette: A Starting Guide is designed for employers and written by Disability: IN, a group that advocates for employment for individuals with disabilities. The information is straightforward and may be helpful with not only employers, but also college classroom settings.
Disability Simulations is designed for employers and written by Disability: IN, a group that advocates for employment for individuals with disabilities. The information is straightforward and may be helpful with not only employers, but also college classroom settings.
References used in this section
Behler, G.T. (1993). Disability simulations as a teaching tool: Some ethical issues and implications. Journal on Postsecondary Education and Disability, 10,(2). https://www.washington.edu/doit/what-are-alternatives-disability-related-simulations-promote-disability-awareness
Burgstahler, S.E. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit. Cambridge, MA: Harvard Education Press. ISBN 978-1-68253-540-0
