Introduction
This Faculty Toolkit was designed to help Florida Postsecondary Comprehensive Transition Program (FPCTP) program coordinators develop professional learning opportunities for faculty on their campus that work with the student enrolled in the FPCTP, whether through an inclusive class or an FPCTP course. This section focuses on the strategies that teaching faculty can employ to make the content they teach more accessible. The techniques described include Universal Design for Learning (UDL), professional development and on-going support that instructors in IPSE programs need to increase accessibility for all students.
Making the Connections to the Strategic Planning Tool
This section focuses on the strategies that teaching faculty can employ to make the content they teach more accessible. The strategies included in this section can help program administrators meet goals within Domain 2:
- Benchmark 2.1 focuses on professional development of faculty. Along with the information in the section on UDL, the techniques described here are part of professional development and on-going support that instructors in comprehensive postsecondary transition (CTP) programs need to increase accessibility for all students.
Program coordinators have the tough job of helping instructors feel more confident in their work with students with intellectual disabilities (ID) while not compromising the content instruction for all students in an inclusive college class. To accomplish this task, the supports given to the instructors should emphasize that it is possible to provide options and support for students with ID and while keeping the quality and intensity of the class intact.
Building a Successful Experience for Students Enrolled in CTP Program
Accommodations and Adaptations
Strategies to Increase Accessibility in General Courses
General Instructional Strategies for Students with ID
Suggestions for Effective Professional Development Sessions
Finish
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Pulling this section together
- Begin the semester with planning can help the i college class work for both student and faculty. A pre semester discussion about how a faculty member’s class operates and the strengths and needs of learner to be placed in that class can increase accessibility and lower frustration.
- Consider adaptations that can be applied to support student success. Be sure to account for requirements placed on industry certification examinations when selecting adaptations. Some adaptations may not be appropriate or possible in industry standard testing situations.
- Think about strategies instructors can implement to make their classes more accessible. These strategies include guided notes, digital stories, notetaking processes, and many more. Resources in this section can provide the teaching faculty with ways to increase accessibility.
- Understand some teaching methods that support students with ID is helpful for any instructional faculty, and program or college staff. This includes task analysis, advance organizers, prompting, and self-determination.
This list is written in order of least to most intensive in terms of prompting or intervention. It is desirable to use the least obvious prompts when possible.
In conclusion, the process of supporting faculty as they teach students with ID in their content classes is a marathon. They don’t need to know ALL the instructional practices before they begin working with program students. Learning one new trick a semester is a BIG ASK and attaining that new strategy or practice is a monumental WIN.
The next section continues the discussion on instruction for students with ID in higher education settings. It describes Universal Design for Learning, a way to reach as many students as possible by considering how students will access and use the materials faculty share with them.
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Owiny, R.L., Brawand, A., & Josephson, J. (2017). Instructional strategies and UDL: Making content accessible. In Murawski, W.W. and Scott, K.L. (Ed.) What Really Works with Exceptional Learners. Thousand Oaks, CA: Corwin.
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Riegel, R.H. (Ed.), & Mathey, J.P. (Ed.), (1981). Mainstreaming at the secondary level: Seven models that work. Detroit, MI: Wayne County Intermediate School District. ERIC Document: ED 203559
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Wehman, P., & Kregel, J. (2004). Functional curriculum for elementary, middle, and secondary age students with special needs (Ed.2). Austin, TX: Pro-Ed Inc.
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Wehmeyer, M.L. (2007). Promoting self-determination in students with developmental disabilities. New York: the Guilford Press. https://er.educause.edu/blogs/2020/2/inclusive-teaching-and-course-design
