Transcript Faculty Sharing: Working with Students in Recovery

Curricular Universal Design:
Creating Accessible Writing Assignments for
Students with Disabilities
College of Staten Island
Center for Student Accessibility
Division of Student Affairs
Christopher Cruz Cullari, Director
Today
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The Center for Student
Accessibility
About the College
The Collaboration
The Research
Guide for Faculty
Students
Discussion
Center for Student Accessibility
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Over 600 students
70% diagnosed learning
disability
15% psychological/
psychiatric disability
15% all other disability
types
Center for Student Accessibility
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Some of what we do includes:
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Facilitate Accommodations
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Testing
Interpreting/ CART services
Other
Advisement
Resource for Faculty
Strategic Tutoring
Technology Training
First Year Connections Program
Special Initiatives
College of Staten Island
City University of New York
CSI:
 14,000 students
 3000 first year students
 20% have developmental
education needs
CUNY
 540,000 students
 270,000 matriculated
 24 Institutions
 Largest urban system
 Third largest system overall
The Collaboration
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WAC Program Award
2010 and 2011 Recipient
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Faculty mini-guidebook
Faculty workshops
Tutor workshops
Student handbook
Student workshops
Campaign
Overview: The Research
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Points of intersection: Developmental writing, disability
studies, literacy education, psycho-educational research
Overview: The Research
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Deaf and Hard-of-Hearing: Literacy development
Learning Disabilities Research
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Science and understanding
Compromised holistic literacy dynamic
Pedagogy
Learning strategies
References and Resources
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AHEAD
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Association on Higher Education and
Disability
Journal of Learning Disabilities
Reading Research Quarterly
NCTE
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Committee on College Composition
and Communication
Three Interwoven Processes
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Faculty development
and mini-guidebook
Tutor training
Student workshops
and handbook
Faculty Guide: The Process
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What the data told us
Meetings with
students, faculty, and
tutors.
Research
Drafting
Suggestion 1
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Give both written and
verbal instructions.
Suggestion 2
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Ask students to
paraphrase the
writing
prompt/assignment
and related
instructions as a
class activity.
Suggestion 3
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Let students know
from the beginning
how their work will be
graded, and consider
the use of rubrics.
Suggestion 4
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Show models of
finished assignments
when giving the initial
instructions.
Suggestion 5
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Break longer
assignments like
research papers into
small, graded parts.
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Consider reading
strategies for reading
assignments. Better
reading will improve
the quality of the
writing.
What Faculty Say
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In their own words
Video
What Our Students Say
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“It would be great to
see different kinds of
teaching methods.”
“I would like to do more
on my own regardless
of the professor I have.”
For Students
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“From Procrastination
to Productivity:
Writing Strategies for
College Students with
(and without) LDs/
ADHD”
Strategically Speaking
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Encourage students to think about how they learn best.
Infuse a strategy when possible.
Encourage students to approach academic work with a
plan. “What’s your plan to complete this assignment?”
Connecting to the Campus
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Integration
Common Causes
Continued
Collaboration
Summary
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What’s good for a student with
a disability can be good for all
students.
Universal Design in curriculum
helped create a place for us at
the table to advocate for our
students and all students.
Thank You
Christopher Cruz Cullari, Director
Center for Student Accessibility
College of Staten Island, City University of New York
2800 Victory Boulevard
Center for the Arts, 1P -101
Staten Island, NY 10314
(718) 982-2510