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以中学到研究生院的残疾学生为对象的示范项目，以增加学习科学、数学、工程和技术（SMET）的人数。该项目将通过各种方式促进SMET初中，高中和大学身体残疾学生的教育机会。为了取得学术和职业上的成功，这些人将需要消除目前存在的建筑、技术和社会障碍。这个项目有以下目标：增加亚利桑那州有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课程为大学做准备。提高高中肢体残疾学生升入大学后修读SMET专业的比例。提高大学本科肢体残疾学生在研究生阶段学习SMET专业的比例，在肢体残疾的SMET初高中学生、大学生和SMET产业界、教育界专业人士之间建立师徒关系和榜样体系。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刻板印象，鼓励他们树立自尊。评估亚利桑那大学现有的SMET实验室，以期将其转变为无障碍环境，允许充分使用其中包含的所有设备。他们的方法包括八个相互关联的部分：1。初高中学生外展。这是为了提高初高中残疾学生对SMET领域的兴趣而设计的。它是通过UA SMET现有残疾学生和教师的指导来完成的，他们前往全州的学校与学生会面。2. 中学/高中辅导员/教师培训工作坊。亚利桑那大学将为学校辅导员和教师举办研讨会，重点讨论鼓励残疾学生在SMET领域从事职业的策略。两小时的研讨会将由UA SMET的教师和UA身体残疾的学生主持。3. 鼓励资助。我们将通过竞争程序，向参加为初高中教师和辅导员举办的讲习班的科学/数学教师颁发15笔赠款，每笔1,500美元。这些补助金将鼓励设计项目，以促进身体残疾学生继续学习SMET。4. 夏季研究所。这是在UA为15名身体残疾的中学生举办的为期五周的暑期课程。主题将取自生物、化学、计算机科学、工程、数学和物理。指导本科生。在亚利桑那大学，有身体残疾的SMET研究生将指导有身体残疾的SMET本科生。6. 行业推广。建立残障产学研人员与残障初高中、本科生、研究生的联系和对接。7. 实验室设施调查。将对现有的UA SMET实验室设施进行评估，并指定使每个实验室无障碍所需的更改。8. 教师发展工作坊。将为亚利桑那大学教师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.