Facilitating Inclusive Institutions of Higher Education, an assistive technology approach for CLD students with disabilities.

Location

Session 4 Presentations - Students with Disabilities in K-12 & Higher Education

Proposal Track

Research Project

Session Format

Presentation

Abstract

This session aims to assist Institutions of Higher Education (IHE) in fulfilling its commitment to provide equal access to curriculum and instruction for students with disabilities, specifically those from culturally and linguistically diverse(CLD) backgrounds. The 2020 U.S. Dept. of Educ, Nat’l Ctr for Educ Statistics (NCES) reported that 19% of undergraduate students in 2017-18 as having a disability. Concomitantly, IHE often indicate that students do not self-disclose having a condition that substantially affects major life activities, particularly given the subliminal impact of the Coronavirus Pandemic. IHE provides accessibility and accommodations for persons with disabilities under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. This session highlights the use of Universal Design for Learning Technologies, which is a scientific-based framework that guides the development of innovative flexible learning environments that accommodate individual learning styles. Session participants will engage with low-tech and high-tech assistive technology innovations and consider accommodations needed to support students with disabilities, particularly as they begin their transition to colleges and university classrooms post-pandemic.

Keywords

Inclusive Education, Higher Education

Professional Bio

BIO Dr. Joya Carter Hicks is an Associate Professor in Special Education, in the Department of Inclusive Education at Kennesaw State University (KSU), Atlanta, Georgia. Dr. Hicks completed her Ph.D. in Special Education from Syracuse University and post-doctoral fellowship from Teachers College, Columbia University in Curriculum and Teaching. She has extensive training and experience in preparing pre-service and in-service personnel in providing fully-inclusive evidenced-based practices for working with children and their families. Dr. Hicks is engaged in teaching, field supervision, course/program development and action-based research in the M.Ed., MAT, Ed.S. and Ed.D programs. In addition, she coordinated Projected Universal Design for Learning Lab, which is an assistive technology model classroom in the Bagwell College of Education. She frequently provides professional development to schools and centers interested in facilitating inclusive schooling through co-teaching and collaboration and/or multicultural education. Another scholarly focus is international inclusive and the cultural and racial implications for practice in U.S. schools and centers. For many years, she has been investigating educational program issues and social-cultural understandings affecting young children of marginalized populations in five countries - South Africa, Italy, New Zealand, Thailand, and China. This interest began 20 years ago as an interrelated special education teacher within Georgia’s most ethnically diverse school district. Dr. Hicks continues to be actively involved in the education of children in Georgia. More recently Dr. Hicks was appointed to the GA DOE Special Education, State Advisory Panel, which supports high quality inclusive education opportunities for all children. She served as a member of Leadership Coweta Class of 2016-17.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

This document is currently not available here.

Share

COinS
 
Oct 8th, 2:10 PM Oct 8th, 3:20 PM

Facilitating Inclusive Institutions of Higher Education, an assistive technology approach for CLD students with disabilities.

Session 4 Presentations - Students with Disabilities in K-12 & Higher Education

This session aims to assist Institutions of Higher Education (IHE) in fulfilling its commitment to provide equal access to curriculum and instruction for students with disabilities, specifically those from culturally and linguistically diverse(CLD) backgrounds. The 2020 U.S. Dept. of Educ, Nat’l Ctr for Educ Statistics (NCES) reported that 19% of undergraduate students in 2017-18 as having a disability. Concomitantly, IHE often indicate that students do not self-disclose having a condition that substantially affects major life activities, particularly given the subliminal impact of the Coronavirus Pandemic. IHE provides accessibility and accommodations for persons with disabilities under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. This session highlights the use of Universal Design for Learning Technologies, which is a scientific-based framework that guides the development of innovative flexible learning environments that accommodate individual learning styles. Session participants will engage with low-tech and high-tech assistive technology innovations and consider accommodations needed to support students with disabilities, particularly as they begin their transition to colleges and university classrooms post-pandemic.