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

PPD：桥梁：高中和社区大学示范模型，以增加残疾学生进入科学、数学、工程和技术职业的机会

• 批准号: 9906043
• 负责人: Margaret Lamb
• 金额: $ 44.99万
• 依托单位: Holt Public Schools
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-15 至 2003-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9906043&HistoricalAwards=false
• 关键词: PPD; Bridges; Community; College; Demonstration

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.

来自霍尔特高中（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个模型，以增加残疾学生在科学，数学，工程和技术（SMET）职业的可及性。 “桥梁项目”是一个全面的模式，旨在发展这些机构之间的联系，支持残疾学生过渡到中学后教育。 该模式旨在为残疾学生过渡到社区学院做好准备，为他们提供适当的经验和支持，包括：在SMET中提供高中指导经验，加强他们的自我宣传技能，为他们提供使用辅助技术的基础，为他们提供入学前研讨会，以促进成功过渡到大学，将他们与其职业领域的残疾成人导师联系起来，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成部分，以扩大和发展这些桥梁。 创建此模型所采用的方法如下。 现有的HHS导师计划将扩大到放学后的第七个小时，让对科学领域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的重点。 一个合作调查小组（CIT）的HHS和LCC教师在科学/数学，特殊教育教师，LCC残疾辅导员将启动，以提高对残疾的认识和理解，并讨论课程，评估，教学和学习策略和住宿残疾学生，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，创新技术委员会的成员将提高他们对机构间课程、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成员将为所有大学教师制定关于适应残疾学生、辅助技术以及法律的授权、IDEA和ADA要素的战略的讲习班内容。 CIT成员将指导其他教师在科学/数学中使用这些做法，因为他们教残疾学生。 将采用几种方法来支持中学后环境中的残疾学生。 卫生和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。 HHS教师也将接受辅助技术使用方面的培训。 LCC的数学/科学教师将接受类似的培训，并在残疾人服务办公室的支持下，为LCC的所有教师举办一个讲习班。 残疾学生将完成一个大学预科研讨会，以帮助他们在他们的过渡与他们审查的学习策略和必要的大学成功的学习技能，练习他们的自我宣传技能与大学教师，并刷新他们的技能在使用辅助技术。 一个持续支持的计划将是桥梁成人导师计划;一个连接的学生与成人导师与残疾人就业的小型和微型企业的职业。 成人导师将为大学生提供支持，以维持他们实现目标的努力。