Research perspectives on New Practices

1. Research perspectives on New Practices 4th Ed-ICT Symposium, October 2018, FernUniversität in Hagen

2. What individual and institutional practices can support the transition to and from PCE and from PCE to employment?

3. Post-What? • Post-compulsoryeducation / PCE: Every kindof intentional andinstitutionalizededucationthathappens after compulsorysecondaryeducation • This mightbecalled • Post-secondaryeducation in collegeand/oruniversity • Tertiaryeducation • Vocationaleducationand/orvocationaltraining • Andwhatabout • Life-longlearning • Continuingeducation • Personallyorganizedtraining (rememberthis MOOC-thing?)

4. Differences between Secondary Education & PCE Kupferman, 2016 Motivation to learn Self-determination Identification, documentation, and disclosure of the disability Knowledge of needs for reasonable accommodations, access, and modifications

5. Kuh et al. (2007): Model of Student Experience (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007)

6. Kuh et al. (2007): Model of Student Experience (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007)

7. Importanceof PCE

8. Outcome & graduation rates • Herbert et al., 2014 • The graduation rate of SwD was lower (65%) than that of SwoD (87%). • GPA was strongly related to degree completion and accounted for 35% of the variance, while disability type, gender, race, housing status, financial aid or university transfer status only accounted for a negligible amount of variance. • Foreman et al., 2001 • Are there any differences between students with and without disabilities in respect to their characteristics and academic outcomes? • SwD… • don’t withdraw from higher education more often, • but they have significantly lower GPA, experience more difficulties with their study and it’s harder for them to cope with academic work

9. Disability influences persistence • Mamiseishvili & Koch, 2012 • 1st-2nd year persistence • ✔LD: Persister 9.8%, Leavers 1.9, χ2 = 14.617, p < .001 • ✗ Depression: P. 7.5%, L. 13.1%, χ2 = 6.844, p < .01 • 3-year-cumulative persistence • ✔ LD: Persisters 9.8%, Leavers 6.1%, χ2 = 4.620, p < .05 • ✔ Psychiatric Condition: Persisters 14.0%, Leavers 9.4%, χ2 = 4.755, p < .05 • ✗ Physical Condition: Persisters 19.0%, Leavers 25.1, χ2 = 4.917, p < .05

10. It depends on the study design Wessel et al., 2009 Porter, 2011 Cross-sectional study Sample: 416 who sought personal counselling for psychosocial issues during the 2008–2009 academic year p. 208: „CD [confirmed d.] clients had a 15% higher retention rate than that of PD [propable d.] clients.“ Longitudinal study Sample: 11,317 students with disability, qualified for accommodations from DSS p. 122: „The retention and graduation rates for all students, regardless of the presence or absence of a disability, [...] were similar.“

11. Career Readiness & Employment • Heft Sears, Strauser, and Wong, 2014 • Compared the career readiness of SwD and SwoD • SwD experiences more external conflicts • Inability to balance self-perceptions with input from significant others • Difficulty in assuming responsibility for decision making • Maddaus, 2006 • Earning a college degree is beneficial for students with LD, because the employment rate, level of income are comparable to the general workforce in the US.

12. Research perspectives

13. Guidingquestions • What practices of designing transition for people with disabilities can be observed, and how successful are these practices? • What are models and considerations that underlie these practices? • What is the role of technology for successful transition, and how does the role of technology change?

14. What „technology“ are we talking about? • Individual technology • Assistivetechnology • Personal devices, e.g. computers & laptops, smartphones, tablets • Institutionaltechnology • Technology forlearning, e.g. learningmanagementsystems, digital learningmaterials • Publiclyavailabletechnology, e.g. computerlabs, self-service stations in libraries • Management systems • Technology on loan

15. Whatis a „transition“? • Post-compulsoryeducationis a seriesoftransitions • Movingfromsecondaryto post-compulsoryinstitution • Movingwithininstitutionalstructures, e.g. from a residence hall to an apartment, advancingfromclasstoclass, transitionfrombachelortomasterstudies • Movingfromoneinstitutiontoanother • Moving out of an institution (drop-out) • Movingfrom PCE toemployment. • Technology canplay an importantpart in anyofthesetransitions.

16. Schlossberg‘s Transition Model Transition: „any event or non-event that results in change relationships, routines, assumptions, and roles“(Evans, Forney, Guido, Patton, & Renn, 2010, p. 215)

17. Technology & Transition Madaus, Banerjee, & Merchant, 2011 Technology skillsare essential for a digital society AT skillsarenolongerenoughforstudentswithdisabilities Preparationfortechnologycompetencyskillsisnecessary Asselin, 2014 Responsibilitiesofthe individual areincreasing Self-awareness, self-advocacy, anddecision-makingarecriticalskillsforsuccessfultransition Fromaccommodationtoaccessibility

18. Assistivetechnologyandtransition Mull & Sitlington, 2003 Roleof AT: cognitiveprosthesis vs. cognitivepartner Finance: AT canbe a financialburden, whataboutbuilt-in AT or OSS? Usageof AT: Indecisionwhether AT helpsorcreatesmoreworkcanleadtoabandonment Training: Training needsareoftenunderestimated, forstudents, faculty, andother professionals. Eligibility: In PCE, studentshavetobemoreactivetogetandkeepaccessto AT.

19. Practices tosupporttransitions

20. Components of a successfultransitionprogram Lindsay et al., 2018 • Review of 18 studieswithnearly 2.400 participants • Results • Different typesofprogramscanbesuccessful: instructor-ledand. group-based, orself-direct in varioussettings, including online. • Different formatscanbesuccessful: curriculum-based, online, self-directed, or multi-componentbased. • Self-determination, self-efficacy, andself-advocacyareimportantpartsofeveryprogram. • Recommendations • Multiple componentsarekey • More researchneeded on whatworksbestforwhom, aswellassetting & deliveryformat.

21. Whyareself-advocacyandself-determination so important? • Self-advocacy ∈ self-determination • Self-advocacy • Significantlypredictsstudents‘ adaptiontocollege (Adams & Procter, 2010) • Can betrainedsuccessfully, e.g. Palmer (2000) • Self-determination • Greaterself-determination skillsresult in higherwillingnessandconfidencetoovercomeacademicdifficulties • Significantlypredictsacademicsuccess.

22. Understanding transitionto PCE Garrison-Wade & Lehmann, 2009 • High quality preparation in secondary education, which involves • self-advocacy development, combined with a raised awareness for self-advocacy, • training on self-advocacy, and • PCE visits and orientation activities. • Planning for transition, a mix of ongoing communication between high school and post-compulsory institution • Access and accommodations in PCE • Instructor awareness and sensitivity • Financial aid opportunities to foster social support networks • Mentoring support • Formulation of goals for future employment.

23. Preparingfortransition • Integration of AT assessmentandgeneraltechnology in transitionplanning • Communication iskey (Garrison-Wade & Lehmann, 2009) • Between high schooland PCI • Information about • Entrancestandards, e.g. what LMS isusedandhow, whatsoftwareisexpectedtobeusedduringstudy • Services the PCI offers • Socialsupportnetworkwithotherstudentswithdisabilities • Key strategy: Collaborationbetween different stakeholders (Korbel, Lucia, Wenzel, & Anderson, 2011) • E.g. studentaffairs, DSOs, high schoolteachers, parents

24. ICT Curriculum • Hamblet, 2014: Teach students to use assistive technology as part of transition planning • Newton & Dell, 2010: AT skills • Operational skills • Functional skills • Strategic skills • Social skills • Korbel et al., 2011: Teach technological preparedness Izzo, Murray, Buck, Johnson, & Jimenez, 2015 • 21st century IT skills • Academic subject knowledge (e.g., reading, writing, arithmetic) • Learning and innovation skills (e.g., critical thinking, collaboration, creativity) • Life and career skills (e.g., self-direction, accountability, leadership) • Information, media, and technology skills. • EnvisionIT, Ohio STEM Ability Alliance, Transition Options in Postsec. Settings

25. What can PCIs do? Disability Service Offices • No longer one-stop-shop, but centerpiece of accessible and inclusive transition strategies (Korbel, Lucia, et al., 2011) • Model of transition services continuum (Korbel, McGuire, et al. 2011): Technology is used for • Preadmission Strategies • Strategies During Enrollment • Transition Exit Strategies

26. Conclusion

27. Questionstothinkaboutanddiscuss Whatimportanceto digital mediahave in secondaryeducation, post-compulsoryeducation, and in employment? Transitioningfromsecondaryto post-compulsoryeducationcanbesupportedthroughcorrespondingtransitionplans. Howshouldtechnologybeintegratedintotheseplans? Whatdoes digital literacymean? Howcanitbeintegrated in thecurriculumand/orjobtraining? Iftechnologyispartoftheproblem, canit also bepartofthesolution? E.g. bydelivering a web-basedtraining on digital literacy? Wouldtherebeonetrainingfor all, orwouldithavetobespecificfor different typesofimpairment?