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15 + years of research on college students with disabilities: Lessons learned and shared by the Adaptech Research Netwo

15 + years of research on college students with disabilities: Lessons learned and shared by the Adaptech Research Network.

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15 + years of research on college students with disabilities: Lessons learned and shared by the Adaptech Research Netwo

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  1. 15+ years of research on college students with disabilities: Lessons learned and shared by the Adaptech Research Network Fichten, C.S., Barile, M., Asuncion, J., Abrami, A., Alapin, I., Amsel, R., Arcuri, R., Budd, J., Chauvin, A., Chwojka, C., Ferraro, V., Fiset, D., Fossey, M., Gaulin, C., Généreux, C., Gutberg, J., Havel, A., Heiman, T., Hewlett, M., James, C., King, L., Jorgensen, M., Jorgensen, S., Juhel, J-C., King, L., Lamb, D., Landry, M-E., Martiniello, N., Mimouni, Z., Nguyen, M.N., Raymond, O., Robillard, C., Schipper, F., Tétreault S., Tibbs, A., & Wolforth, J. Dawson College and Adaptech Research Network Presentation at AQPC (Association québécoise de Pédagogie Collégiale), June, 2013.

  2. Agenda • Adaptech Research Network’s research • Common beliefs and realities about students with disabilities • Numbers of students • Grades • Graduation / persistence • Employment • Information and communication technologies • Dialogue • More information

  3. Adaptech Research Network • www.adaptech.org • Based at Dawson College since 1996 • College and university students with disabilities • Federally and provincially funded • Bilingual, empirical research • Methods • Qualitative, quantitative, archival

  4. Adaptech Research Focus

  5. Common Beliefs and Realities • Belief • Many more students with disabilities on campus • Reality • Many more students • ≈ 2/3 students not registered for campus disability services2 • “Population émergente” Students with disabilities: Western Quebec1 2Fichten, C.S., Jorgensen, S., Havel, A., Barile, M., (2006). College students with disabilities: Their future and success.Final report to FQRSC. Montréal: Adaptech Research Network, Dawson College. 1Raymond, O. (2011, April). Pas facile? Pour une transition plus tranquille! Comité interordres. Presentation at the LDtech Meeting, Dawson College.

  6. Common Beliefs and Realities • Why bother to educate them? • Common beliefs • They will get poor grades • They will not graduate • They’ll never get a job • Reality • It’s the law1 • Common beliefs are all wrong 1Ducharme, D. & Montminy, K. (2012). Accommodating disabled college students: Opinion handed down by the Commission des droits de la personne et des droits de la jeunesse. Pédagogie Collégiale, 25(4), 1-6. Retrieved from www.aqpc.qc.ca/UserFiles/file/pedagogie_collegiale/DucharmeMontminy-Vol_25-4(a).pdf

  7. Grades Dawson College 6 year archival study: 3 groups1 First semester mean grades All Other Disabilities > Nondisabled Students = Learning Disability 1 Jorgensen, S., Fichten, C.S., Havel, A., Lamb, D., James, C., & Barile, M. (2005). Academic performance of college students with and without disabilities: An archival study. Canadian Journal of Counselling, 39(2), 101-117.

  8. Graduation / Persistence • Students with and without disabilities graduate at the same rate1 • Graduation rate of students with disabilities is actually higher • But not significantly so 1 Jorgensen, S., Fichten, C.S., Havel, A., Lamb, D., James, C., & Barile, M. (2005). Academic performance of college students with and without disabilities: An archival study. Canadian Journal of Counselling, 39(2), 101-117.

  9. Employment • Graduates of 3 Cegeps 5-10 months after graduation1 1 Fichten, C.S., Jorgensen, S., Havel, A., Barile, M., Ferraro, V., Landry, M-E., Fiset, D., Juhel, J-C., Chwojka, C., Nguyen, M.N., Amsel, R. & Asuncion, J.V. (2012). What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities. Disability and Rehabilitation34(11), 917-924.

  10. Information and Communication Technologies and LDs • Widely believed: ICTs help academic performance of students with LD • Research • Inconclusive • Minimal research conducted • Small samples • confounds • Fichten, C. S., Nguyen, M. N., King, L., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Budd, J., Raymond, O., Juhel, J.-C., & Asuncion, J. (2013). Information and communication technology profiles of college students with learning disabilities. Journal of Education and Learning, 2(1), 176-177. Retrieved March 1, 2013, from http://www.ccsenet.org/journal/index.php/jel/article/view/23984/15244

  11. Information and Communication Technologies and LDs • Realities • Students do not use many ICTs recommended by experts1 • Kurzweil: experts 45%, students 6% • Concept mapping: experts 41%, students 10% • Dictation software: experts 65%, students 10% • 1Fichten, C. S., Nguyen, M. N., King, L., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Budd, J., Raymond, O., Juhel, J.-C., & Asuncion, J. (2013). Information and communication technology profiles of college students with learning disabilities. Journal of Education and Learning, 2(1), 176-177. Retrieved March 1, 2013, from http://www.ccsenet.org/journal/index.php/jel/article/view/23984/15244

  12. Social Media • Students with disabilities do not use social media1 • Hours spent engaged in social media, on average • 12 hr/week non-school related activities • 6hr/week school-related activities • 1Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M., & Amsel, R. (2012). Social media use by students with disabilities. Academic Exchange Quarterly, 16(1), 30-25

  13. Social Media • Five most accessible social media forums1 • MSN/Windows Live Messenger • Facebook • YouTube • Messenger • Skype • 1Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M., & Amsel, R. (2012). Social media use by students with disabilities. Academic Exchange Quarterly, 16(1), 30-25

  14. Adaptech’s Current Research • Theory of Planned Behavior & academic persistence • Controllable aspects to facilitate academic success • Employment • Free and inexpensive information and communication technologies • Tablets and smartphones • iPhone, iPad, iPod, Android • Windows, Macintosh

  15. Implications • Is it always easy? • Of course not. • Are there challenges? • Absolutely. • Will all students with disabilities do well? • No. • Is it all up to the teacher? No! • Is it worthwhile? Definitely! • What can be done to make thing easier?

  16. Accommodation vs. Universal Design of Instruction (UDI)

  17. What Have You Tried? • That worked well • That, well… was not such a good idea in retrospect

  18. Thank You

  19. Resources More info: Adaptech Research Network www.adaptech.org Presenter: Catherine Fichten cfichten@dawsoncollege.qc.ca • Download this presentation http://dc160.dawsoncollege.qc.ca/adapt2/Presentations/AQPCFichten.pdf

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