2000 Conference Proceedings
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The C.L.A.S.S. Project
The C.L.A.S.S. Project
Creating Laboratory Access for Science Students
A project funded by the National Science Foundation
ABSTRACT
The CLASS project is an NSF-funded program for Creating
Laboratory Access for Science Students that constitutes a
collaboration between the Department of biological Sciences and
the Office of Disability Services. Wright State University, which
was built in 1967 to be completely accessible, has a large
population of students with disabilities. The Department of
Biological Sciences has developed laboratory curriculum for
introductory non-majors that is universally accessible. The CLASS
project has enabled us to disseminate these material nationwide
through: (1) development of a Source Book for science educators
(grades 7 and beyond) that addresses the major disabilities and
associated accommodations (2) development of accessible
laboratory exercises covering the major concepts in biological
sciences and (3) human resource development during the CLASS
summer workshop where educators work with high school students
with profound physical disabilities to adapt laboratory
exercises. This presentation will present an overview of a very
unique project designed to ultimately increase the number of
students with disabilities choosing science as a
profession.
Ten percent of college students have a disability. Four percent
of these are physical disabilities. The Americans with
Disabilities Act legislates equal education opportunities. The
number of students with disabilities is increasing on all
campuses.
Since 1967 Wright State University (WSU) has been a leader in
providing accessible architecture and programs. At WSU there is
university wide support for individuals with disabilities
including students, faculty, and staff. Through the Office of
Disability Services, approximately 700 students with disabilities
(4.5 percent of the student body) are providing with support
services. These services include personal, academic, vocational
and adaptive technology.
The Biological Sciences Department of the College of Science and
Mathematics has developed an adaptive lab section for non-majors
(general education) biology. Most students with disabilities take
Biology for their lab science. The CLASS project intends to
promote accessible science nationwide.
The CLASS project is a collaborative effort between the Biology
Department (College of Science and Mathematics), Office of
Disability Services (Student Affairs Division), and the Special
Education Department (College of Education and Human Services).
The original goals of the project were to establish a resource
development group, develop a source book, develop an adaptive lab
manual in biology, train educators in the use of curriculum
through a summer workshop, and field test universally accessible
lab curriculum.
The Source Book
The purpose of the source book is to assist science educators in
creating laboratory exercises and environments that are
universally accessible. The format is a desk reference manual
(printed) and computer menu driven.
Table of Contents:
General information about physical disabilities
Inclusive education: students, parents, professional
resources
The adapted laboratory: design, safety
Computer tools
Communication tools
Legal issues
Summer Workshop
The CLASS summer workshop is a residential program held on the
main campus at Wright State University for a two-week
period.
Week One:
During the first week ten educators from across the nation are
brought to the campus to learn about disabilities and
accessibility issues in addition to working in the laboratory to
finalize experiments for the second week. One half day is devoted
to disability awareness through an interactive workshop conducted
by the Director of Disability Services and a project consultant
from the Department of Special Education.
Following an introduction to adaptive technology, another half
day is devoted to a hands-on workshop on adaptive computers
conducted by the Adaptive Technology Specialist for the Office of
Disability Services. The primary focus is on adaptive input and
output including: headpointing, mouth operated joy stick, mini
keyboard, king keyboard, joy stick, scanning, and speech output.
Attention is also given to augmentative communication devices.
The educators are assigned tasks on each workstation and given a
time limit to accomplish each task. An in-depth discussion with
the educators ends the session to talk about the impact and
implications of using adaptive technology. Emphasis is placed on
the length of time it can take to become proficient in the use of
the adaptation. Emphasis is also placed on the expectations that
can be placed on a student once he/she has become proficient in
the use of the equipment. The educators quickly realize that for
some students, proficiency does not mean speed. They also
discover just how much effort it takes to accomplish a task when
you have a severe disability.
One entire day of the workshop is focused on field trips with an
introductory discussion on types of things to consider when
arranging a field trip with students with physical disabilities.
The sites for the field trips to be attended by the students are
then visited with emphasis on whether or not the site is
appropriate for students with disabilities. At the end of the day
a wrap up discussion is held to discuss possible difficulties
with the sites and solutions as well as elements that will make
the field trip successful.
The remainder of the first week is devoted to the laboratory
where the labs for the following week are worked through
utilizing the various adaptations available.
Throughout the entire two weeks emphasis is placed on
creativity, open-mindedness and out-of-the-box thinking. Emphasis
is also placed on the fact that the majority of the time the
adaptations are not expensive and can be made from existing
materials.
Week Two:
The second week up to ten high school students with various
physical disabilities are brought to the campus to provide the
educators with hands-on experience in working with students with
disabilities in a laboratory. The types of disabilities have
included severe visual impairments, hard of hearing, mild to
severe mobility impairments, and multiple physical disabilities
including non-oral. Personal assistants for hygiene care, feeding
and toileting are provided by the Office of Disability Services.
Escorts for the students as well as one-on-one assistance for the
laboratory exercises, when needed, are recruited from the Special
Education program at Wright State.
During the first year of the project an attempt was made to
match students with appropriate computer adaptations and provide
them with training on adaptive computers. This was found to not
be feasible with the heavy emphasis on the science laboratory and
was eliminated the second year of the project. In it’s
place is the workshop for the educators on adaptive
technology.
The students conduct the same experiments in the lab the
educators work through the prior week. They also spend
approximately one and a half to two days going on field trips.
Recreational activities are provided through the Campus
Recreation Department and the Accessible Arts! program in the
Office of Disability Services.
Wrap up discussions with the teachers are held at the end of
each day to discuss issues that came up during the day –
both successes and concerns.
As a part of the project, assessment tools are sent to the
educators prior to the workshop to determine preparedness prior
to attending the workshop. Assessment tools are repeated at the
end of the workshop and surveys are sent out during the year
following the workshop to determine impact on teaching.
Also, students are assessed for their prior experience in
science and attitudes towards science after attending the
workshop.
All participants in the program must complete an application,
submit references and provide a statement as to why they wish to
attend the workshop. All of the applications are reviewed by the
project staff. Selection criteria for the educators includes a
willingness to promote awareness upon returning home in order to
promote change. Selection criteria for the students includes a
lack of involvement in school due to disability but a desire to
learn more about science.
To learn more about CLASS you can find us on the web at: http://biology.wright.edu/labgrant/index.html
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