2001 Conference Proceedings
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Biology and Inclusive Education: How can they work
together?
Katherine L. Myers, ATP
Assistant Director
Office of Disability Services
Wright State University
E186 Student Union
Dayton, OH 45435
E-mail: katherine.myers@wright.edu
See how, through innovative training programs, technology and
creativity are used to teach high school science educators how to
actively include students with disabilities in their classroom
and laboratory.
Abstract
The C.L.A.S.S. 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
C.L.A.S.S. project has enabled us to disseminate these materials
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
C.L.A.S.S. 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 increases the number of
students with disabilities choosing science as a
profession.
Introduction
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.
As stated, federal law mandates that students with physical
disabilities be allowed to participate fully in science classes,
both in and out of the laboratory. On the surface this might
sound easy, but can actually be very difficult. The junior or
senior high school science educator usually has little to no
training in working with a student with a disability and limited
resources to purchase any additional equipment. They are wary of
the commitment it might take to include a student with a physical
disability in a laboratory setting and the amount of extra time
they will have to devote an individual student. Will the student
be safe? What kinds of special equipment will be needed? Will I
have to change my entire curriculum? Wouldn’t it be easier
just to change my expectations for this one student? Or better
yet, couldn’t we just put the student in a study
hall?
While teaching a student with a physical disability science in a
laboratory setting can be very complex, many of the "obstacles"
or misconceptions that can be easily overcome through being
open-minded, creative, and using come very minor
accommodations.
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 8700 students with
disabilities (4.5 percent of the student body) are provided 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 C.L.A.S.S. promotes accessible
science nationwide.
The C.L.A.S.S. 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 Source Book
The purpose of the source book is to assist science educators in
creating laboratory exercises and environments that are
universally accessible. A printed format is provided to each
educator who participates in the summer workshops. An electronic
format with links to each of the references is available through
the C.L.A.S.S. web-site at
http://biology.wright.edu/labgrant/
Summer Workshop
The C.L.A.S.S. 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.
During this half day a great deal of time is spent on the
misperceptions of disability, the need for communication, and the
need to keep an open mind and to think "out of the box" when
working with individuals with disabilities, especially severe
disability.
The first step in working with a student with a disability is
open communication. This begins by meeting with the student and
parents and, in some cases the student’s special education
teacher. This helps to prevent the misconceptions and assumptions
from even forming. This also helps to draw the attention of the
teachers to the student’s abilities and strengths rather
than just their disability. This is helpful in laying the
groundwork for the creativity and "out of the box" thinking
necessary in determining exactly what accommodations and
technology needs to be used by the student. This serves to also
reassure the science teacher about the possibility for the
student to be successful in the laboratory. Oftentimes the
student and his or her parents have ideas that are very useful
and easy to accomplish.
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. The teachers are
exposed to both low-tech and high-tech solutions. 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. Some solutions are as simple as
pre-measuring volumes to save time, using strap-on grip handles
with wooden spoons instead of glass rods for stirring, shortening
the handle on the wooden spoon and using adhesive paper to
stabilize a bowl to make stirring possible. Slightly more complex
solutions include using an articulating computer monitor stand as
a microscope stand to allow a student using a wheelchair to use
the microscope. High tech solutions include using CCTVs to
enlarge specimens to either a large monitor or projector
screen.
Cooperative learning is discussed a great length as an important
strategy that can easily by employed in the laboratory. An
example would be to divide the class into dyads (two students
working together). Each student can then draw on the strengths of
the other student – i.e., alternating observations with
taking notes and actively discussing what has been said by the
instructor and what they are observing.
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 its place is
the workshop for the educators on adaptive technology.
The students conduct the same experiments in the lab that 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! division of 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 the 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 applications are reviewed by the project
staff. Selection criteria for the educators include 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.
Plans for the Future
Short video vignettes of both classroom and laboratory situations
are in the process of being created. These are designed to be
used in workshops which can be conducted at different locations.
They will be accompanied with discussion materials and
instructions for starting and stopping the videos to hold the
discussions. Some of the videos are of inappropriate situations
followed by a solution. The video would be stopped at the end of
the inappropriate situation for a discussion as to what is
incorrect or inappropriate and possible solutions. After the
discussion the solution video would be played. Emphasis will be
placed on the fact that there is no one solution for any
situation, and, again, teachers need to be open minded and use
out-of-the-box thinking.
Mini-workshops are in the process of being developed for
elementary school teachers. The purpose is to increase the
exposure of the student with a disability to science prior to
entering high school. In turn, this would increase the likelihood
of the student with a disability choosing science as a
career.
Consideration is being given to establishing a chat room for
holding discussions and being a locations to troubleshoot or
assist educators in solving difficulties they encounter in the
classroom.
All of the above will allow us to greatly increase the numbers
of individuals exposed to inclusive science education and, as a
result, increase the possibility for overall change and the
likelihood of students with disabilities choosing science as a
career.
To learn more about C.L.A.S.S. you can find us on the web at: http://biology.wright.edu/labgrant/index.html
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