Contributions from: Diane Hardman.
Abstract
Individuals with disabilities are now entering higher education in larger numbers. However, their retention and graduation rates do not match those of their non-disabled peers.
Course instructors are of primary importance for students' academic success but most university faculty have little knowledge about students with disabilities, the accommodations that are of help to them or often even of the legal foundations and university policies that provide the framework for services to students with disabilities. Moreover, graduate teaching assistants, who serve as instructors for a large portion of the freshman classes at many universities, know even less about students with disabilities and are rarely well supervised. Given these circumstances, it's hardly surprising that many students with disabilities drop out of college during their freshman year.
This paper will present information about a faculty and teaching-assistant training program developed at Utah State University. The content, organizational format and evaluation for training will be addressed. Further, guidelines that are related to successful training sessions (e.g., keep it short, interactive, personal, and constructive) will be reviewed and illustrated. Finally, a sample training session and manual will be presented.
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