PPD: Bridges: High School and Community College Demonstration Model to Increase Students with Disabilities Accessibility to Careers in Science, Mathematics, Engineering, and Tech

霍尔特高中（HHS）和兰辛社区学院（LCC）的科学和数学教师、服务机构提供商和企业将合作开发一种模式，以增加残疾学生在科学、数学、工程和技术（SMET）领域的就业机会。“桥梁项目”是一个综合模式，旨在发展这些机构和机构之间的联系，帮助残疾学生过渡到中学后教育。该模式旨在通过为残疾学生提供适当的经验和支持，为他们过渡到社区大学做好准备，包括：为他们提供SMET的高中指导经验，加强他们的自我倡导技能，使他们能够使用辅助技术，为他们提供大学前研讨会，以促进他们成功过渡到大学，为他们与职业领域的成年残疾导师联系，以支持他们的学习，并使大学教室/实验室成为良好的学习环境。该模型有几个主要组件来扩展和开发这些桥梁。创建该模型的方法如下。现有的HHS指导计划将扩大到放学后的第7个小时，让对科学领域的职业感兴趣的学生在工作场所探索这些领域的机会。导师将帮助学生发展面试、自我宣传、在专业环境中工作的技能，并为他们的未来发展重点。HHS和LCC的科学/数学教师、特殊教育教师、LCC残疾辅导员将成立一个合作调查小组（CIT），以提高对残疾的认识和理解，并讨论课程、评估、教学和学习策略以及残疾学生的住宿，包括辅助技术。合作将采取几种形式：每月会议、电子邮件、桥梁网页和密集的夏季合作。通过这些交流，CIT的成员将提高他们对机构之间的课程、教学方法、替代评估和残疾学生住宿的认识，并将其纳入实践。随着合作的进展，CIT成员将为所有学院教师开发讲习班的内容，内容涉及照顾残疾学生的策略、辅助技术以及法律规定、IDEA和ADA的要素。CIT成员将指导其他科学/数学教师在教授残疾学生时使用这些实践。将采用几种方法来支持中学后环境中的残疾学生。卫生与公众服务部将在其自决课程中纳入对残疾学生使用辅助技术的评估和培训。卫生与公众服务部的教员也将接受使用辅助技术的培训。LCC的数学/科学教师将接受类似的培训，并在残疾服务办公室的支持下为LCC的所有教师开发一个研讨会。残疾学生将完成一个大学前的研讨会，通过与他们一起回顾大学成功所需的学习策略和学习技巧，与大学教师一起练习他们的自我辩护技巧，以及更新他们使用辅助技术的技能，来帮助他们过渡。一项持续支持的计划将是桥梁成人指导计划；学生与从事SMET职业的残疾成人导师的联系。成年导师将为大学生提供支持，以维持他们实现目标的努力。

Science and mathematics faculty from Holt High School (HHS) and Lansing Community College (LCC), service agency providers, and businesses will work collaboratively to develop a model to increase students with disabilities' accessibility to careers in science, mathematics, engineering, and technology (SMET). The Bridges Project is a comprehensive model to develop the linkages between these institutions and agencies that support students with disabilities in their transition to post-secondary education. The model is designed to prepare students with disabilities for the transition to a community college by providing them with appropriate experiences and support including: providing high school mentorship experiences in SMET, strengthening their self-advocacy skills, grounding them in the use of assistive technology, providing them with a precollege workshop to facilitate a successful transition to college, linking them with an adult mentor with disabilities in their career area to support them in their studies, and making college classrooms/labs good learning environments. The model has several major components to expand and develop these bridges. The methods employed to create this model are as follows. The existing HHS Mentorship Program will be expanded to a seventh hour after school to allow students with interests in careers in scientific areas to explore opportunities in these fields in workplace settings. The mentorship will assist students in developing skills in interviewing, self-advocacy, working in a professional environment, and developing a focus for their future. A Collaborative Inquiry Team (CIT) of HHS and LCC faculty in science/math, special education teachers, LCC disabilities counselors will be initiated to increase awareness and understanding of disabilities and to discuss curriculum, assessment, teaching and learning strategies and accommodations for students with disabilities including assistive technology. The collaboration will take several forms: monthly meetings, E-mail, a Bridges Web Page, and intense summer collaboration. Through these exchanges members of the CIT will increase their awareness of curriculum between the institutions, teaching methods, alternative assessments, and accommodations for students with disabilities and incorporate them in their practice. As the collaboration progresses CIT members will develop the content for workshops for all college faculty about strategies to accommodate students with disabilities, assistive technology, and elements of the legal mandates, IDEA and ADA. CIT members will mentor other faculty in science/math in the use of these practices as they teach students with disabilities. Several methods to support students with disabilities in post secondary settings will be employed. HHS will incorporate evaluation and training of students with disabilities in the use of assistive technology within its Self-Determination class. HHS faculty will be trained in the use of assistive technology as well. LCC math/science faculty will receive similar training and with the support of the Disabilities Services Office develop a workshop for all LCC faculties. Students with disabilities will complete a pre-college workshop to assist them in their transition by reviewing with them the learning strategies and study skills necessary for college success, practicing their self-advocacy skills with college faculty, and refreshing their skills in the use of assistive technology. A plan for ongoing support will be the Bridges Adult Mentorship Program; a connection for the student with an adult mentor with a disability employed in SMET careers. The adult mentors will offer college students support to sustain their efforts in achieving their goals.