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

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种模式，以增加残疾学生获得科学、数学、工程和技术(SMET)职业的机会。桥梁项目是在这些机构和机构之间建立联系的综合模式，这些机构支持残疾学生过渡到高等教育。该模式旨在为残疾学生过渡到社区大学做好准备，为他们提供适当的经验和支持，包括：提供SMET的高中辅导经验，加强他们的自我宣传技能，让他们掌握辅助技术的使用，为他们提供大学前研讨会，帮助他们顺利过渡到大学，在他们的职业领域为他们提供成年残疾导师的支持，并为他们创造良好的学习环境。该模型有几个主要组成部分来扩展和发展这些桥梁。创建该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，允许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。指导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。将成立一个由HHS和LCC的科学/数学教师、特殊教育教师、LCC残疾顾问组成的协作调查小组(CIT)，以提高对残疾的认识和了解，并讨论课程、评估、教学和学习策略以及为残疾学生提供的便利，包括辅助技术。合作将采取几种形式：每月会议、电子邮件、桥梁网页和紧张的夏季合作。通过这些交流，CIT成员将提高他们对院校之间的课程、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成员将为所有大学教职员工开发研讨会的内容，内容涉及适应残疾学生的战略、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如何使用这些做法。将采用几种方法在中学后环境中支持残疾学生。卫生与公众服务部将在其自主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职员工也将接受使用辅助技术的培训。LCC数学/科学教员将接受类似的培训，并在残疾人服务办公室的支持下，为所有LCC教员开发一个讲习班。残疾学生将完成大学前的工作坊，通过与他们一起回顾大学成功所必需的学习策略和学习技能，与大学教师练习他们的自我宣传技能，以及更新他们使用辅助技术的技能，来帮助他们过渡。持续支持的计划将是桥梁成人导师计划；为学生与在SMET职业生涯中雇用的残疾成人导师建立联系。成人导师将为大学生提供支持，以持续努力实现他们的目标。

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.