PPD/DP: Demonstration Project to Promote Opportunities in Science, Mathematics, and Engineering to Students with Disabilities

这个为期三年的项目的目标是创建一个针对从中学到研究生院的残疾学生的示范计划，以增加学习科学、数学、工程和技术(SMET)的人数。该项目将通过各种途径促进SMET初中生、高中生和大学生的教育机会。为了取得学术和专业上的成功，这些人需要消除目前存在的建筑、技术和社会障碍。该项目有以下目标：在整个亚利桑那州增加身体残疾的中学生的比例，当他们成为高中生时，他们将学习SMET科目为大学做准备。增加身体残疾的高中生在成为大学生后将攻读高考科目的比例。提高高校本科生在毕业后攻读SMET科目的比例，建立SMET初高中生、大学生和行业、教育领域SMET专业人员之间的辅导和榜样制度。教育学校教师和大学教职员工--特别是国际教职员工和助教--同龄人、同事和家长，从而消除对残疾学生的成见并鼓励他们的自尊。评估亚利桑那大学(UA)现有的SMET实验室，以期将其改造成允许充分使用其中包含的所有设备的无障碍环境。他们的方法由八个相互关联的部分组成：1.初中/高中学生外展。这一部分旨在提高初高中S残障学生对SMET领域的兴趣。它是通过目前的UA SMET残疾学生和教职员工的指导完成的，他们在整个州会议期间前往学校与学生会面。2.初中/高中辅导员/教师培训讲习班。UA将为学校辅导员和教师举办研讨会，重点是鼓励残疾学生在SMET领域从事职业生涯的战略。这两个小时的工作坊将由UA Smet的教职员工和身体残疾的UA学生进行。3.奖励补助金。我们将通过竞争程序向参加初中/高中教师和辅导员讲习班的科学/数学教师发放15笔助学金，每人1,500美元。这些助学金将鼓励设计项目，以促进肢体残疾学生在SMET继续学习。4.暑期学院。这是一个为期五周的暑期学院，在加州大学为15名肢体残疾的中学生举办。主题将来自生物、化学、计算机科学、工程、数学和物理。5.指导本科生。在亚利桑那州立大学，肢体残疾的SMET研究生将指导肢体残疾的SMET本科生。6.行业外展。建立与初中、高中、本科、研究生等行业和教育领域肢体残疾专业人才的联系和对接。7.实验室设施调查。将对现有的UA SMET实验室设施进行评估，并具体说明使每个实验室无障碍所需的更改。8.教师发展工作坊。将为UA教职员工和研究生助教举办关于残疾意识和替代教学方法的讲习班。

The goal of this three-year project is to create a model program that targets students with disabilities from middle school through graduate school to increase the number studying science, mathematics, engineering, and technology (SMET). The project will promote educational opportunities for SMET middle school, high school, and university students with physical disabilities through various approaches. To achieve both academic and professional success, these individuals will require the removal of architectural, technological, and societal barriers that presently exist. This project has the following objectives: To increase the proportion of the middle school students with physical disabilities throughout Arizona who will pursue SMET subjects for college preparation when they become high school students. To increase the proportion of the high school students with physical disabilities who will pursue SMET subjects when they become college students. To increase the proportion of the college undergraduate students with physical disabilities who will pursue SMET subjects when they become graduate students to establish a mentoring and role model system between SMET middle and high school students, college students, and SMET professionals in industry and in education, all with physical disabilities. To educate school teachers and college faculty--particularly international faculty and teaching assistants--peers, co-workers, and parents, resulting in the elimination of stereotyping and the encouragement of self-esteem among students with disabilities. To assess existing SMET laboratories at the University of Arizona (UA) with a view to transforming them into barrier free environments allowing full access to all equipment contained therein. Their approach consists of eight interrelated components: 1. Middle/High School Student Outreach. This component is designed to increase the interest in SMET fields by middle and high school s tudents with disabilities. It is accomplished through mentoring by current UA SMET students with disabilities and faculty, who travel to schools throughout the state meeting with students. 2. Middle/High School Counselor/Teacher Training Workshops. UA will host workshops for school counselors and teachers focusing on strategies to encourage students with disabilities to pursue a career in a SMET field. The two -hour workshops will be conducted by UA SMET faculty and UA students who are physically disabled. 3. Encouragement grants. We will award 15 grants, of $ 1,500 each, through a competitive process to science/math teachers who attended the workshops for middle/high school teachers and counselors. These grants will encourage the design of projects to promote continued study in SMET among students with physical disabilities. 4. Summer Institute. This is a five-week long summer institute held at UA for 15 middle school students with physical disabilities. Topics will be drawn from Biology, Chemistry, Computer Science, Engineering, Mathematics, and Physics. 5. Mentoring Undergraduates. At UA, SMET graduate students with physical disabilities will mentor SMET undergraduates with physical disabilities. 6. Industry Outreach. We will establish contacts and match professionals with physical disabilities in industry and education with middle school, high school, undergraduate, and graduate students with disabilities. 7. Lab Facilities Survey. Assessments of existing UA SMET laboratory facilities will be performed and changes needed to make each laboratory barrier free will be specified. 8. Faculty Development Workshops. Workshops for UA faculty and Graduate Teaching Assistants will be held on disability awareness and alternative teaching methods.