Transcript Educause presenation - Colorado State University

What Every Student
Needs to Know:
Reading, Writing,
Arithmetic and SelfAdvocacy…
The ACCESS Project, Colorado State University
Cynthia Tate - Research Associate, Disability Specialist
Julia Kothe - Assistant Director, Self-Advocacy Coordinator
P RESENTATION O UTLINE :

Background of ACCESS Project

Universal Design for Learning

Self-Advocacy Theory

Need for Self-Advocacy

Resources available through
ACCESS

Bridging the Gap: Promoting
Self-Advocacy in the Classroom
Background
of
ACCESS Project
C ORY ’ S STORY
B ACKGROUND OF ACCESS P ROJECT

Started with Cory’s Dream…

Improve academic outcomes

Universal Intervention –
Flexible, Adaptable, Inclusive

No one size fits all
B ACKGROUND OF ACCESS P ROJECT

Holistic

Build Skills for Life Success

Improve Retention Rates

Meet Diverse Needs
ACCESS P ROJECT

Second project, funded by U.S. D.O.E.,
Office of Postsecondary Education
#P333A08002

Partners and collaborators: OT Dept. (CCP,
ATRC), Student Affairs, The Institute for
Learning and Teaching

http://accessproject.colostate.edu/

Implementation, Dissemination, Research

Winner of 2008 N. Preston Davis Group
Award for Instructional Innovation
ACCESS II P ROJECT
ACCESS addresses the issue of
low retention rates among
institutions of higher
education and the need for
improved academic success
for students with disabilities.
Educational Success
OCCURS AT THE INTERSECTION OF GOOD TEACHING (UDL)
AND STUDENTS ’ OWNERSHIP OF AND RESPONSIBILITY FOR
THEIR LEARNING ( SELF - ADVOCACY ).
UDL
SelfAdvocacy
Present
information in
multiple formats.
S
T
U
D
E
N
T
Engage students.
Self-Advocacy
Give multiple
options for
expression of
knowledge.
Universal Design
for Learning
C LICKER Q UESTION :
W HAT IS AN EXAMPLE
OF UNIVERSAL D ESIGN ?
A. NASA engineered space equipment
B. The evening gown of Miss Universe
C. A suitcase with wheels
D.Universal Studios
U NIVERSAL D ESIGN
Ron Mace, North Carolina State University, 1980s
Consider needs of the
broadest range
of users. Plan for diversity from the outset!
No one size fits all: provide alternatives.
• Curb cuts
• TV Closed-Captions
• Suitcase wheels
• Automatic door openers
• Text-to-Speech technology
3 B ROAD P RINCIPLES :
 Present information and concepts in
multiple ways and in a variety of
formats.
 Allow students multiple ways to
express their comprehension and
mastery of a topic.
 Encourage students to engage with
new ideas and information in multiple
ways.
Self- Advocacy Theory
C LICKER Q UESTION :
S ELECT
THE
DEFINITION THAT MOST ACCURATELY
DESCRIBES SELF - ADVOCACY
A.Civil rights activism
B.Self-determination
C.Self empowerment
D.Knowing yourself and what you need
D EFINITIONS OF S ELF -A DVOCACY (SA)

“Self-advocacy is a component of the advocacy movement that is
directed toward increasing the knowledge and understanding of
basic human and civil rights and responsibilities and is a
precondition to a meaningful citizenship” (Hallgren, Norsman, & Bier, 1977).

“Self-advocacy includes the realization of strengths and
weaknesses, the ability to formulate personal goals, being
assertive, and making decisions” (Martin, Huber-Marshall, & Maxon, 1993).

“Self-advocacy is referred to as the ability to articulate one’s
needs and make informed decisions about the supports
necessary to meet those needs” (Stodden, 2000).
As cited in Test, Fowler, Wood, Brewer, and Eddy (2005)
ACCESS S ELF -A DVOCACY
P RINCIPLES
 Know yourself
Personal history
 Values
 Strengths & Challenges
 Learning style

 Know what you need and want
How to maintain balance in life
 Vision for the future

 Know how to get what you need and
want
Setting short and long term goals
 Accessing resources & people to help
 Learning effective skills

SA = H OLISTIC A PPROACH
S ELF -A DVOCACY RELATED TO
EMPOWERMENT
Astramovich and
Harris developed a
self-advocacy model
emphasizing:
Arredondo and Vasquez
define empowerment:
Awareness
self-determination,
empowerment, and
Knowledge
social justice.
Skills
M ORE D EFINITIONS OF S ELF -A DVOCACY
Schlossberg’s transition theory targets:

Self

Support

Strategies
_____________________________
Brinckerhoff defines self-advocacy as“…identifying and meeting personal needs in ways
that do not compromise the dignity of oneself or
others.”
S IX S UCCESS ATTRIBUTES THAT
C ORRELATE WITH S ELF -A DVOCACY
Raskind and Goldberg (2005) targeted six
success attributes based on a 20 year
longitudinal study of individuals with
learning disabilities.

Self Awareness

Proactivity

Perseverance

Goal Setting

Using Support Systems

Emotional Coping Strategies
S ELF -A DVOCACY
IS A
FUNCTION OF STUDENT
DEVELOPMENT
•Greater interdependence
•Stronger identity
•Interpersonal
relationships
Know How
to Get
Needs Met
Know Self
•Knowledge of self
physically,
intellectually,
emotionally
Know Needs
and Wants
•Development of
greater autonomy
•Greater
purpose
SelfDetermination
Empowerment
Student
Development
Transition
Theory
Self-Advocacy
A CCESS SELF -A DVOCACY MODEL

Self-Advocacy:
building blocks
Skills
Know how to get what
you need and want
Knowledge
Know what you need
and want
Independent
Awareness
Know yourself (self
appraisal)
Dependent
Interdependent
Need for Self-Advocacy
A CADEMIC P ERSISTENCE AND S ELF A DVOCACY
W HY P ROMOTE S ELF -A DVOCACY ?
Studies indicate that self-advocacy is a key
predictor of student success. Effective selfadvocates (self-responsible learners) tend to
experience greater academic satisfaction, higher
grades, and have an increased level of ability to
succeed in college and in life.
A campus environment of receptivity and support toward the
development and strengthening of student self-advocacy
1
leads to improved student satisfaction and success.
1
1
Field, Sarver, Shaw (2003) Self-Determination: A Key to Success in Postsecondary Education for Students with learning Disabilities.
Lotkowski, Robbins, Noeth (2004) The Role of Academic and Non-academic Factors in Improving College Retention. ACT Policy Report.
Tinto, V. (1993). Leaving college: Rethinking the cause and cures of student attrition. Chicago: University of Chicago.
S ELF - ADVOCACY ADDRESSES A NUMBER
OF KEY ATTRITION CAUSING FACTORS
Contributing Student Characteristics
Inadequate
preparation
for college
Low
motivation
Poor study
skills
Lack of
direction
Attrition
Lack of life
skills
Source: What Works in Student Retention? All Survey Colleges, Habley &
McClanahan(ACT, 2004 Survey Findings)
Survey of Disability Service Office
Professionals (Disability Services):
CO & WYO
What are incoming students greatest
self-advocacy related needs?
Top Two Responses:
 Incoming students do not have a strong
sense of self and disability.
 They do not know their strengths and
challenges.
L OWEST MEANS FROM ACCESS
SA PRE - SURVEY
(A REAS OF GREATEST NEED )

Knowing strategies to help with
challenges

Managing stress in a healthy way

Time management

Life balance
P OSITIVE CHANGE ON SA
POST - SURVEY

I am aware of my values.

I have an understanding of
strategies that assist me in
overcoming my challenges.

I meet deadlines
College Success Survey,
April 2008: Faculty (n=305)
In your experience, what are the three greatest challenges facing firstyear students? (Top three responses)
Answer Options
Adapted from
College Success
Survey, April 2008
Cengage Learning
http://cengage.com/
trends/
Response
Percent
Response
Count
Developing time-management
78.5%
skills.
Developing in-class skills, such as 48.5%
listening, note-taking, participating
and working with other students.
230
Developing general life skills,
facing new responsibilities.
114
38.9%
142
C OLLEGE S UCCESS S URVEY,
A PRIL 2008: FACULTY ( N =305)
In your opinion, how has the preparedness of your
first-year students changed over the last 10 years?
Answer Options
Response
Percent
Response
Count
Increased significantly
Declined
Not Sure
4.5%
13
63.9%
184
31.6%
91
answered question
skipped question
Source: College Success Survey, April 2008
Cengage Learning http://cengage.com/trends/
288
17
Self-advocacy/learning
communities and retention:
research data
Results from
INVER HILLS
COMMUNITY COLLEGE
(Illinois)
by Brenda S. Landes,
IHCC Counselor
Research conducted by
Danielle Ricard, IHCC
Office of Institutional
Effectiveness
Students receiving self-advocacy training had a 13%
improved rate of retention.
Source: http://www.oncourseworkshop.com/Data.htm
Self-advocacy and retention:
research data
Results from MISSION COLLEGE (California)
by Dr. Jonathan Brennan, Chair,
Department of English
The Mission College program linked eleven basic skills classes
(English, Reading, ESL, and Mathematics) with On Course selfadvocacy classes. Following are the retention and academic success
data from the Fall, 2001, semester of this program.
Retention Rates for Mission College Basic Skills Courses
Improved
Retention of All Basic Retention of All Basic
Retention in the
Skills Students NOT in Skills Students in the
On Course
the On Course
On Course Learning
Learning
Learning Community
Community
Community
Fall, 2001
65%
87%
Source: http://www.oncourseworkshop.com/Data.htm
+22%
Resources Available
through ACCESS
Y OU C AN “ACCESS”
R ESOURCES ONLINE

http://accessproject.colostate.edu/
Universal Design for
Learning

Video

Print publications about UDL

Training Modules and Tutorials

Presentations
Disability Awareness

Faculty Modules: Types of Disabilities
and Accommodations

Faculty Rights and Responsibilities

Introduction to Assistive Technology (AT)

AT Glossary of Terms
Self-Advocacy
Online Resources:

SA Handbook online (links)

Presentations online
Other Resources:

SA Survey instrument

Student and mentor training

Collaboration with the Center for Advising
and Student Achievement (CASA) Key
Learning Communities
ACCESS S ELF -A DVOCACY
H ANDBOOK

Section I -Transition to College

Section II – Know Yourself

Section III -Know What You Need and Want

Section IV -Know How to Get What You Need
and Want
S ELF -A DVOCACY H ANDBOOK
I. Transition to
College

Plan Ahead for College

Promote Self-Advocacy – How Your Parents
Can Help
II. Know Yourself

Know Your Strengths

Know Your Challenges

Know Your Life Right Now
III. Know What You Want and Need

Develop a Vision

Know Your Rights and Responsibilities

Find Resources on Campus
IV. Know How to Get What You Need and
Want
 Speak Up
 Get Organized
 Make Decisions
 Solve Problems
 Develop a Support Network
 Set Goals
 Plan for the Future – Career
Development
P RINTABLE WORKSHEETS
B RIDGING THE G AP : P ROMOTING
S ELF -A DVOCACY IN THE C LASSROOM
The ideal teacher guides his students but does not pull them
along; he urges them to go forward and does not suppress
them; he opens the way but does not take them to the place.
- Confucious
B RIDGING THE G AP
S TRATEGIES
FOR
P ROMOTING S TUDENT
S ELF -A DVOCACY
Classroom Culture
• Set a tone that is conducive to learning and
practicing self-advocacy.
Class Format
• Provide structure and infuse teaching of selfadvocacy skills into class format; E.g. critical
thinking, time management, goal setting, building
supports, problem solving, decision making.
Communication Style
• Communicate in a way that empowers and
promotes student responsibility.
S ELF -A DVOCACY S TRATEGIES
C LASSROOM C ULTURE

What’s in the atmosphere?
 Intrinsic motivation and the
development of self-advocacy skills
thrive in an environment of security
1
and (positive) relatedness.
1. Setting the Stage
2. Building Community
1
Field, Sarver, Shaw (2003) Self-Determination: A Key to Success in
Postsecondary Education for Students with learning Disabilities.
C LASSROOM C ULTURE
S ETTING THE S TAGE
 Create a sense of security (for self
expression) and connectedness.
STRATEGIES:
 Use introduction activities (ice breaker)
 Define expectations and class guidelines:
What Instructor expects of students and
what students can expect of the Instructor.
 Encourage self expression through active
listening, validation and appreciation.
C LASSROOM C ULTURE
B UILDING C OMMUNITY
 Encourage student/instructor
communication
 Encourage forming peer
connections
C LASSROOM C ULTURE
B UILDING C OMMUNITY:
STUDENT / INSTRUCTOR COMMUNICATION
STRATEGIES:
 Be approachable
–
The student may need to be reassured that your focus is studentcentered and therefore reflects wanting the best for students in
their academic and life goals.
• Show an interest in students as individuals.
• Encourage the expression of concerns and asking questions.
 Provide options for communication
–
Students may be intimidated by instructors and often lack the
confidence to approach instructors. Options may include email, inperson office hours, phone, TA contact information, peer groups,
etc.
C LASSROOM C ULTURE
B UILDING C OMMUNITY
PEER CONNECTIONS
STRATEGIES:
 Peer support/study group sign-up
 Plan interactive learning activities: small
group activities, partner activities, group
projects (assign roles for each group
member), group discussions, etc.
S TUDY G ROUP SIGN - UP ( EXAMPLE )
NAME
TIME
LOCATION
1.
2.
3.
4.
5.
Monday
12noon-1:00pm
LSC, 2nd floor lobby
1.
2.
3.
4.
5.
Wednesday
5-6pm
1.
2.
3.
4.
5.
Thursday
12noon-1pm
S ELF -A DVOCACY S TRATEGIES
C LASS F ORMAT
 Provide structure that empowers students
 Encourage the application of self-advocacy
 Use feedback loops
 Refer to resources
 Encourage interdependency
C LASS F ORMAT
P ROVIDE S TRUCTURE
STRATEGIES:
 Provide course details (within syllabus, assignments,
test prep) that allow the student to plan and take
control of their learning outcomes. [E.g., grading
protocol (rubrics), a visual timeline of all class test and
assignment due dates].
 Give examples (tools for success) and have them
readily available.
 Increase motivation for learning by including the
practical relevancy of course content.
A SSIGNMENT WITH STRUCTURE
( EXAMPLE )
Assignment:
Please read and assess the
following scenario. Write a
one to two page paper
detailing who you feel is
responsible for the situation
and why.
Assignment (increased structure):
1. Read the scenario once through.
2. Reread & highlight the key
points.
3. Identify each person’s part in the
situation.
4. Determine the level of
responsibility you feel each person
had and justify your decisions.
5. Organize and write your paper.
Additionally, an example of a completed paper based on a
different scenario could be provided.
I NCREASED A SSIGNMENT S TRUCTURE
E XPECTED O UTCOMES
 Provides clarification of assignment expectations.
 Improves student rate of successful assignment
completion.
 Demonstrates and teaches the valuable self-advocacy
skill of how to break tasks into smaller, manageable
pieces (planning and organization) – leads to increased
academic confidence.
While the assignment expectation remains the same, the probability for
success increases. Additionally, students learn, through demonstration,
how to organize and plan by breaking tasks into smaller, step-by-step
pieces.
C LASS F ORMAT
ENCOURAGE THE APPLICATION OF
SELF - ADVOCACY
Know
Yourself
(T EST
PREP EXAMPLE )
• ASSESS: Assess current knowledge, strengths and
weaknesses in relation to the test type and content areas.
• PLAN: Determine test goal (grade desired). Identify what is
needed to reach that goal; E.g., study timeline by topic,
Know what
help from peers or others, clarification, test taking
you need &
strategies training.
want
Know how • ACT: Develop and follow a plan with a timeline.
to get what
you need &
want
C LASS F ORMAT
FEEDBACK LOOPS
 Mini surveys: How are things going? What
would you like to learn more about? What is
confusing? Do you feel that the test was fair and
why or why not? For next class, submit one
question about today's class session.
 i>clickers (for large classes)
– Clarification
– Determine student knowledge base
– Collaborative learning use: think, pair, share
– Increase information processing
C LASS F ORMAT
R EFER TO R ESOURCES
 Refer to resources: on campus, websites,
people, books, articles, etc.
STRATEGIES:
 Educate yourself on local and campus resources
that are available to students.
 When referring a student to a resource provide a
name and contact number whenever possible.
• E.g. student’s writing is difficult to comprehend.
Instead of handing out one poor grade after the
next, refer them to a resource such as a relevant
book, a campus resource office, a helpful
workshop, an on-line site, etc.
C LASS F ORMAT
FOSTER INTERDEPENDENCY
STRATEGIES:

Include collaborative teaching/learning when possible:
encourages higher order thinking skills particularly among
diverse student groups where perspectives differ.
 Encourage students to be self-responsible learners through
asking questions, being a part of a class study group, identifying
their needs, finding and using resources, etc.
 Include networking as part of class assignments; E.g., interview a
member of the community, develop a survey based on the input
of relevant professionals, assess the pros and cons of a
community-based program or initiative.
S ELF -A DVOCACY S TRATEGIES
C OMMUNICATION S TYLE
 Model assertive communication and
active listening skills.
 Ask leading questions.
 Redirect complaints and concerns.
C OMMUNICATION S TYLE
ASK LEADING QUESTIONS
STRATEGIES:
 Use leading questions when a student is
stuck.
 Identify the real issue or problem,
address, review/clarify, refer to a
resource.
C OMMUNICATION S TYLE
ASK LEADING QUESTIONS
( EXAMPLE )
Example Scenario
 Student: I don’t understand this assignment.
 Instructor: What is it that you don’t understand?
 Student: I don’t understand what you are asking me to do.
 Instructor: What part don’t you understand? (I.D. issue)
 Student: The whole thing.
 Instructor: Okay; so let’s go over it. You are to write a 2-3
page essay conveying the implications of your earlier
evaluation of the topic in question. Do you understand
how to do this? (I.D. issue)
C OMMUNICATION S TYLE
ASK LEADING QUESTIONS
( EXAMPLE )

Student: No.

Instructor: To convey the related implications of an
evaluation means to make a hypothesis based on
your earlier assessment of the issues. So, for
example, etc.…. (Address) Does this make sense?
(Clarify understanding) To learn more about
understanding this go to www. or visit --- to set an
appointment, etc. (Refer to a resource)
C OMMUNICATION S TYLE
REDIRECT
 Redirect to encourage student
development of self-advocacy
attributes.
Self-responsible learners:
 Accept responsibility for their situation.
 See obstacles as opportunities for learning.
 Plan and take action to improve their
situation…they flex and easily adapt.
 Accomplish their goals despite adversity.
C OMMUNICATION S TYLE
REDIRECT
Student #1
Student #2
I hate group projects; I
always end up doing most
of the work.
In my last group project I
ended up doing most of
the work. This time I will
suggest that we establish
our individual roles and
responsibilities from the
very start.
C OMMUNICATION S TYLE
REDIRECT
Student #1
Student #2
My roommate played
loud music all night so I
couldn’t concentrate and
get the assignment done.
Since my roommate will
not agree to lower the
stereo volume, I am
going to the library to
finish the last part of my
assignment. Tomorrow I
will purchase a sound
proof headset.
CLASSROOM STRATEGIES
I N S UMMARY
As educators we can encourage SA through:

Creating a classroom atmosphere that is
conducive to practicing and developing selfadvocacy.

Creating a format that provides structure and
purpose.

Communicating in ways that empower students
to take responsibility for their own learning and
life in general.
Presentation in Review
 Self-advocacy is
a critical component of academic
and life success.
 With a
focus on combining UDL practices with
student self-advocacy we can increase successful
academic and life outcomes for diverse student
populations.
 As educators we can
use classroom strategies that
encourage the development of student selfadvocacy skills and attributes.
Are you currently promoting
self-advocacy in the classroom?
A.
80-100%
B.
60-80%
C.
40-60%
D.
20-40%
E.
Less than 20%
Discussion/Questions
Thank you!
Visit us Online at http://accessproject.colostate.edu
The ACCESS Project, Colorado State University
Cynthia Tate, Research Associate, Disability Specialist
Julia Kothe Asst. Director, Self-Advocacy Coordinator
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