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Saija Grzegorek
The overall goal of DO-IT's AccessCollege project is to ensure that students with disabilities receive a quality postsecondary education with the same opportunities for college and career success as those for students without disabilities. AccessCollege team members, representing a diverse set of twenty-two postsecondary schools, host CBIs on their campuses to identify, implement, and institutionalize policies, practices, and procedures that lead to more accessible courses and services.
A characteristic of the CBI style is to honor participants as the experts. For example, in panel presentations the panelists are typically CBI participants. This way, they share their knowledge as experts on a topic and continue to participate in follow-up activities as other participant experts share perspectives in other presentations. Typically, CBIs last from four hours to three days.
This guide outlines common ways to organize CBIs and shares sample agendas and visual aides that can help you shape a CBI on your campus. It also shares lessons learned from the AccessCollege team. It can be found online at www.washington.edu/doit/building-capacity-welcoming-and-accessible-postsecondary-institution. This publication and its associated videos and handouts complement the following comprehensive resources for making instruction and student services, respectively, accessible to all students.
Through AccessCollege and other projects, DO-IT has created a comprehensive collection of publications and videos that can be used in your CBI. They can be found online by selecting "publications and videos" from the DO-IT website at www.washington.edu/doit. Any CBI might include the handouts listed below:
In addition to the schedule and location, emphasize the relevance of the topic, the need for representation from diverse groups, the interactive nature of the program, and expected outcomes. On the following page is a CBI sample letter of invitation.
The CBI has been organized as a result of recent conversations at the [institution], where faculty, staff, and administrators have discussed ways in which universal design (UD) can create welcoming and inclusive learning environments for all students. Given the rapid pace at which the application of universal design is evolving in higher education, the [university/college] has become increasingly aware of the professional development needs of faculty and staff to apply UD principles within and outside of the classroom.
The goals of the CBI are to engage faculty, staff, and administrators in a discussion that will ultimately lead to improved accessibility of courses and services that takes into consideration the diverse learning styles, abilities, and disabilities of today's students.
The CBI will have three guest speakers presenting on specific topic areas related to UD. The Institute will also include a brainstorming session in which issues, perspectives, and challenges related to UD will be actively explored. All participants will leave with a strategic plan for incorporating universal design into their specific disciplines.
The CBI will include information on relevant legislation, principles of universal design, specific ways to create inclusive classrooms and services, information on local resources, and the development of a personal or departmental action plan to apply practical universal design strategies to transform curricula or services.
Following is an agenda and timeline for a four-hour CBI on universal design of instruction. Videos referred to in the sample agenda are available in the Resources section. Most videos and publications are also available online at -briefs. At the end of the agenda are suggestions for extending its length to a full day and/or changing the focus to universal design of student services or systemic change of an entire campus.
9:00 - 9:10 a.m.
Typical Accommodations
Emphasize that a disability services office typically provides accommodations and describe your institution's process. Introduce the video, which focuses on accommodations for students with disabilities.
9:10 - 9:30 a.m.
Video View
Building the Team: Faculty, Staff, and Students Working Together (found at =3) After the video, answer questions. Describe how universal design (UD) complements the accommodation model by encouraging faculty to be proactive and to plan ahead in making their courses accessible to students with disabilities. Refer to the UD handouts and use some of the overhead visuals provided in the Resources section.
Tell participants that the next video, also developed through a nationwide collaboration, gives information on the process and specific examples of universal design applied to instruction.
10:15 - 10:30 a.m.
Break
Emphasize that UD increases access and reduces, but does not eliminate, the need for accommodations. Tell participants to, after the break, meet in small, preassigned groups (perhaps defined by the table where they are sitting) to make a list of specific things instructors can do to make their courses more accessible to all students, including those with disabilities. Each group needs to select a discussion leader, recorder, and reporter that participants can choose. Distribute poster paper and felt pens to each group.
11:20 - 11:35 a.m.
Break
Tell participants to, after the break, reconvene in their small groups. Together they will make a list of specific things the institution can do to help faculty make their courses more accessible to all students, including those with disabilities.
11:35 - 12:05 p.m.
Discussion in Small Groups
What can institutions do to help faculty make their courses more accessible to all students, including those with disabilities?
This CBI can be modified to address systemic change for the entire institution (DO-IT, 2007) or for specific areas such as the student service organizations (e.g., career centers, admissions offices) or information technology by using appropriate videos, handouts, websites, and overhead visuals.
Following is an agenda of a full-day Capacity-Building Institute (CBI) that is similar to one conducted at Florida State University (FSU). Its purpose was to improve the accessibility of campus websites.
Below is an agenda for a multi-day CBI that is similar to one conducted by the University of Washington. Participants in a wide variety of positions developed solutions for the under-representation of people with disabilities in science, technology, engineering, and mathematics (STEM). Most participants were administrators or support staff for projects that serve to increase the successful participation of women, minorities, and people with disabilities in STEM.
12:00 - 1:30 p.m.
Lunch and Working Group Discussions
Question: How are STEM access issues for people with disabilities the same as those for other underrepresented groups (e.g., racial/ethnic minorities, women)? How are they different?
9:00 - 10:25 a.m
Panel
Projects that increase the participation of underrepresented minorities and women in STEM share lessons learned in broadening participation in STEM. How can those lessons be applied to increase the participation of people with disabilities in STEM?
Panel
People with disabilities who are also racial/ethnic minorities or women share their stories. With what communities do they identify? What promotes and what inhibits the pursuit of STEM courses and careers?
4:00 - 4:55 p.m.
Discussion
Question: How can projects best measure the outcomes and impacts of their interventions to increase the participation of underrepresented minorities, women, and people with disabilities in STEM?
9:00 - 10:15 a.m.
Making Your Project Accessible to Participants with Disabilities: A Checklist Distribute a copy of the brochure
Equal Access: Universal Design of Your Project (located at: -access-universal-design-your-project)
Begin a personal plan for implementation: In your copy of the brochure, cross out items that do not apply and write an implementation date for others.
Participants asked to fill out the Post-Test for Professional Development (back side of form found on pp. 29-30), which was distributed at the beginning of the CBI, and return to a designated location.
Please complete this survey to evaluate the professional development training you are participating in. Return the survey to the envelope provided by the facilitator. Your responses will be used for research purposes to help us determine the value of this professional development and create training materials. The survey will take about five minutes. Participation is voluntary and anonymous and you may choose not to answer every question. Thank you for your feedback.
Please complete this survey to assess your knowledge pre- and post- the professional development training you are participating in. Please complete this side of the survey, the Pre-Test, before this program starts. Complete the other side of this page, the Post-Test, at the end of the program. Return the survey to the envelope provided by the facilitator. Your responses will be used for research purposes to help us determine the value of this professional development and create training materials. Each part of the survey will take about five minutes. Participation is voluntary and anonymous and you may choose not to answer every question. Thank you for your feedback.
Submit articles based on the proceedings to a professional journal. An example can be viewed in a special issue of the Journal of Special Education, Volume 18, Number 4, 2003, at jst.sagepub.com/content/18/4.toc.
Associate your CBI with a committee that meets on an ongoing basis. For example, at the University of Washington, the Advisory Committee on Disability Issues sponsored a CBI and then used the proceedings to help set its agenda for future efforts and to support its recommendations.
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