“The Plight of Deaf Faculty of Color: Their Intersectional and Retention Experiences in Predominately Hearing and White Postsecondary Institutions”
“The unchanged hiring practice or low retention of Deaf Teachers of Color in the past two decades can be attributed to a “failure of Deaf education to raise academic standards and provide equal opportunity or equal outcomes” (Simms et al., 2008, p. 394). When discussing issues related to Faculty of Color, their minoritized status is important to recognize, however it is also important to acknowledge how their multiple identities intersect (Crenshaw 1991; Cho, et al., 2013). This talk will address the lack of Deaf Faculty of Color (DFOC) at predominately hearing and white postsecondary institutions. A growing population of (Deaf) Students of Color at postsecondary institutions across the nation (Garberoglio et al., 2017; NCES, 2018) begs the question why the representation of their minoritized identities are not being met with their faculty members. While there are a small number of DFOC, their burden of being a minority is doubled than their peers of a majority at their postsecondary institutions. This burden can jeopardize their chances of being retained in the academy. In addition to the low number of their DFOC peers, there are some factors that need to be explored on what impacts their employment opportunities or qualifications. My research is framed with Deaf Latinx Critical theory (“Deaf LatCrit,” García-Fernández, 2014), which I see compatible for the general experiences of Deaf People of Color (DPOC). I will explain why my research design diverges from Deaf Crit theory (Gertz, 2003), which is a misappropriation from the original Critical Race Theory because it excludes the racial experience and oppressions of Deaf people. This talk will introduce some significant information and statistics about DFOC across the nation and share some narratives. This will attract a large variety of audiences who share concerns about underserved and underrepresented populations, intersectionality and critical theories.
Cho, S., Crenshaw, K. W., & McCall, L. (2013). Intersectionality: Theorizing power, empowering theory. Signs, 38(4), 785–810.
Crenshaw, K. (1991.) Mapping the margins: Intersectionality, identity politics, and violence against Women of Color. Stanford Law Review, 43(6), 1241–1299.
Garberoglio, C. L., Cawthon, S., & Sales, A. (2017). Deaf people and educational attainment in the United States: 2017. Washington, D.C.: U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes. Retrieved from: https://www.nationaldeafcenter.org/sites/default/files/ DeafPeopleandEducati onal_Attainment_white_paper.pdf
NCES. (2018). U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2016 (NCES 2017-094), Chapter 3. “Chapter 3: Postsecondary Education.” Retrieved from https://nces.ed.gov/programs/digest/d16/ch_3.asp
Simms, L., Rusher, M., Andrews, J. F., & Coryell, J. (2008). Apartheid in Deaf education: Examining workforce diversity. American Annals of the Deaf, 153(4), 384–395.”
Chancellor’s Office Update
This session will provide the latest information on new initiatives and other related topics coming out of the Chancellor’s Office. This will be accompanied by a question and answer portion.
Are transcripts enough?
Predicting educational performance in higher education for disabled students. AB 705 signed by the Governor on October 13, 2017 requires that a community college district or college maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe and use, in the placement of students into English and Math courses, one or more of the following: high school coursework, high school grades, and high school grade point average.
There are many dynamics and variables that predict college success for students with disabilities. Transition planning at the secondary level is often insufficient in preparing a student with special needs for higher education. Insufficient transition planning can lead to a “gap” between success at the secondary and post secondary levels.
The purpose of this presentation is to provide counselors and faculty information regarding the various dynamics impacting the successful transition from high school to college for students diagnosed with Autism Spectrum Disorder (ASD). This presentation will provide a framework into the successful transition of students with ASD.
Urgent Need for Neurodiversity Inclusion & Universal Design in Writing Coursework & Assessment
“The purpose of this presentation is to identify some of the issues students with a neurodiverse profile such as autism, bipolarity, dyslexia and/or ADHD can face in college writing courses and propose ways to support these students. In this session, attendees will learn about the high stakes institutional writing requirements, focusing primarily on the University of California’s English Language Writing Requirement and the California State University’s Graduate Writing Assessment Requirement. While both of these institutions likely do seek to improve their support for diverse learners who struggle with writing, they do not have an awareness of the role neurodiversity plays in the achievement of student learning outcomes. Inability to meet the basic writing requirements can result in the students’ dismissal from their respective UC or CSU. This threat of dismissal can inevitably lead to a tremendous amount of anxiety and loss of motivation for students on a neurodiverse spectrum.
Attendees will also learn ways to communicate with faculty designing these writing courses and the teaching assistants working closely with students about the importance of recognising neurodiversity as a difference instead of a deficit. The objective is to advocate for a universal design for education in writing as well as empower students to become their own self-advocates. In addition, attendees will learn about the role that campus writing centres along with counselling and psychological services, international student services and campus ESL programs can play in supporting neurodiverse students who struggle with writing. It is vital that these systems work together to encourage students to take advantage of existing support on their campus, and that students also educate those who support them about their own individual neurodiversity. It is ultimately the students themselves who will propel this initiative forward.
A final objective is to raise awareness of the negative impact that writing programs can have on students’ decision to disclose to instructors if they have a diagnosis. We will also discuss the issue of “”invisible disability/diversity”” as it pertains to impacted students who do not have a diagnosis due to cultural, socioeconomic and other factors and have never received any kind of support or accommodation prior to their higher education. These students are sitting in bridge writing courses after entering university from under-serviced California high schools or even from countries where anything resembling a cognitive difference or disability is regarded as taboo.
This session will benefit writing instructors and teaching assistants in bridge or transition programs for high school to university or community colleges and/or community college to 4-year programs, lower and upper divisional courses with writing assessments, as well as instructors in credit or non-credit ESL support programs. This session will also benefit those working in campus writing centres in addition to specialised student support programs offering special tutoring to students with disabilities. Academic advisors and those who work with intake and academic accommodations in college disability support services will also benefit from learning about college writing requirements and their impact on this population of students. Finally, those who are on a spectrum, and have struggled and/or currently struggle with academic writing assignments and assessments, are urged to attend this session and contribute to the conversation. Time will be allocated at the end of this presentation for audience questions and feedback.
Access and Accommodation, Whose Job is it?
It has been 30 years since the passage of the Americans with Disabilities Act (ADA) and 46 years since the adoption of Section 504 of the Rehabilitation Act of 1973. Section 508 standards were added nearly 20 years ago in 2000. While there has been significant progress on “leveling the playing field” for many persons with disabilities on college and university campuses, uncertainty continues to exist as to who has the primary responsibility for compliance with both laws. This session will explore the concepts of access and accommodation and provide a road map for improving services on your campus.
Accessible Digital Math Notes
We will be sharing the processes of note-taking, challenges faced and the solutions implemented in providing digital accessible Math notes in a timely manner, as part of accommodations for verified students with disabilities. Integrating TextHelp’s EquatIO and Read&Write, Google’s Chrome, Docs, Drive and Microsoft Word.
-Share the in-house steps and procedures
-Outline the challenges in providing accessible digital Math notes
-Demonstrate cutting-edge tech to overcome the challenges
-Give a better understanding of how today’s tech fits into providing services
-Replicable and customizable
-Ability to use these procedures and techniques across all levels of education
-Understanding that providing accessible formats for end-users is a requirement, not a choice
-A better understanding or a learning opportunity to find different or even better -ways to provide notes
-Offer opportunities for others to replicate, improve, and share on their processes
-Specialists, Counselors, Faculty, Staff, and Service Providers, especially those providing notetaking services, producing in alternate formats, and administering test accommodations
-Anyone interested in technology, specifically for Math courses
Phone Apps for Student Success 2.0
“Purpose: For individuals to gain knowledge about and use of phone apps. Objective: Presenter will provide information and a guide as to how to use phone apps that are free and low cost.
Learning Outcomes: Individuals will have a greater understanding of phone apps available. Individuals will have a better understanding of how to use phone apps to aid students in college.
Target audience: Professionals in field, students
ASD, Mental Health: Innovative Instructional and Campus Supports and Practices
The purpose of this presentation is to provide information and demonstrate innovative ideas when supporting individuals with Autism, and mental health challenges within a classroom environment.
North Orange Continuing Education (NOCE) has implemented built in supports within the classroom and further in curriculum development. The focus is on early alerts and collaboration to be consistent in supporting students. Aligning with Universal Design Learning as there are numerous benefits from these skillsets being taught, while also contextualizing them into a classroom environment. We have seen an increase in students accessing campus supports and self-soothing behavior. With support from the North Orange County Regional Consortium (NOCRC) for Adult Education to better serve students with diverse needs NOCE has implemented a specialized instructional lab, ARISE (Academics, Relationships, Independence, Self-Advocacy, and Emotional Health). ARISE has allowed NOCE as a school to better meet the needs of students with ASD and allowing students a space to work on coping mechanisms as well as deescalate.
Each of these strategies work to support not just those with disabilities, but any student in a higher education setting.
This workshop will provide an opportunity to hear from a variety of experts in the field, both inside the classroom and out to share their experiences and toolkits to lead to increased student success.