What Every Student Needs to Know: Reading, Writing, Arithmetic and Self-Advocacy…

1. What Every Student Needs to Know: Reading, Writing, Arithmetic and Self-Advocacy… The ACCESS Project, Colorado State University Cynthia Tate - Research Associate, Disability Specialist Julia Kothe - Assistant Director, Self-Advocacy Coordinator

2. Presentation Outline: • 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

3. Background of ACCESS Project

4. Cory’s story

5. Background of ACCESS Project • Started with Cory’s Dream… • Improve academic outcomes • Universal Intervention – Flexible, Adaptable, Inclusive • No one size fits all

6. Background of ACCESS Project • Holistic • Build Skills for Life Success • Improve Retention Rates • Meet Diverse Needs

7. ACCESS Project • 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

8. ACCESS II Project ACCESSaddresses the issue of low retention rates among institutions of higher education and the need for improved academic success for students with disabilities.

9. occurs at the intersection of good teaching (UDL) and students’ ownership of and responsibility for their learning (self-advocacy). Educational Success Self-Advocacy UDL

10. Univeral Design for Learning Present information in multiple formats. Give multiple options for expression of knowledge. S T U D E N T Engage students. Self-Advocacy Know Needs & Wants Know Self Know How to Get Needs Met

11. Universal Design for Learning

12. Clicker Question:What is an example of universal Design? • NASA engineered space equipment • The evening gown of Miss Universe • A suitcase with wheels • Universal Studios

13. Universal Design • Curb cuts • TV Closed-Captions • Suitcase wheels • Automatic door openers • Text-to-Speech technology

14. 3 Broad Principles: • Presentinformation 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.

15. Self- Advocacy Theory

16. Clicker Question: Select the definition that most accurately describes self-advocacy • Civil rights activism • Self-determination • Self empowerment • Knowing yourself and what you need

17. Definitions of Self-Advocacy (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)

18. ACCESS Self-Advocacy Principles • 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

19. SA = Holistic Approach

20. Self-Advocacy related to empowerment Arredondoand Vasquez define empowerment: Astramovich and Harris developed a self-advocacy model emphasizing: self-determination, empowerment, and social justice.

21. More Definitions of Self-Advocacy 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.”

22. Six Success Attributes that Correlate with Self-Advocacy 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

23. Self-Advocacy is a function of student development • Knowledge of self • physically, intellectually, emotionally • Greater interdependence • Stronger identity • Interpersonal relationships • Greater purpose • Development of greater autonomy

25. Access self-Advocacy model • Self-Advocacy: building blocks Skills Interdependent Independent Knowledge Awareness Dependent

26. Need for Self-Advocacy

27. Academic Persistence and Self Advocacy Why Promote Self-Advocacy? Studies indicate that self-advocacy is a key predictor of student success. Effective self-advocates (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 leads to improved student satisfaction and success. 1 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.

28. Self-advocacy addresses a number of key Attrition causing factors Contributing Student Characteristics Source: What Works in Student Retention? All Survey Colleges, Habley & McClanahan(ACT, 2004 Survey Findings)

29. 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.

30. Lowest means from ACCESS SA pre-survey(Areas of greatest need) • Knowing strategies to help with challenges • Managing stress in a healthy way • Time management • Life balance

31. Positive 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

32. College Success Survey, April 2008: Faculty (n=305) Adapted from College Success Survey, April 2008 Cengage Learning http://cengage.com/trends/ In your experience, what are the three greatest challenges facing first-year students? (Top three responses)

33. College Success Survey, April 2008: Faculty (n=305) In your opinion, how has the preparedness of your first-year students changed over the last 10 years? Source: College Success Survey, April 2008 Cengage Learning http://cengage.com/trends/

34. 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

35. 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 self-advocacy 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 Source: http://www.oncourseworkshop.com/Data.htm

36. Resources Available through ACCESS

37. You Can “ACCESS” Resources online • http://accessproject.colostate.edu/

38. Universal Design for Learning • Video • Print publications about UDL • Training Modules and Tutorials • Presentations Research

39. Disability Awareness • Faculty Modules: Types of Disabilities and Accommodations • Faculty Rights and Responsibilities • Introduction to Assistive Technology (AT) • AT Glossary of Terms Research

40. 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 Research

41. ACCESS Self-Advocacy Handbook • 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

42. Self-Advocacy Handbook 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

43. Printable worksheets

44. Bridging the Gap: Promoting Self-Advocacy in the Classroom 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

45. Bridging the Gap Strategies for Promoting Student Self-Advocacy

46. Self-Advocacy StrategiesClassroom Culture • What’s in the atmosphere? • Intrinsic motivation and the development of self-advocacy skills thrive in an environment of security and (positive) relatedness. • Setting the Stage • Building Community 1 1Field, Sarver, Shaw (2003) Self-Determination: A Key to Success in Postsecondary Education for Students with learning Disabilities.

47. Classroom CultureSetting the Stage • 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.

48. Classroom Culture Building Community • Encourage student/instructor communication • Encourage forming peer connections

49. Classroom CultureBuilding Community: student/instructor communication STRATEGIES: • Be approachable • The student may need to be reassured that your focus is student-centered 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, in-person office hours, phone, TA contact information, peer groups, etc.

50. Classroom Culture Building Community 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.