ÌÇÐÄÔ­´´

This publication describes promising practices and resources funded through theÌýDO-IT ProfÌýproject. It is expected that, ultimately, such efforts will result in greater postsecondary educational opportunities for individuals with disabilities and enhanced postsecondary classes with the perspectives of people with disabilities. Others are encouraged to replicate its successful practices.

Background

The DO-IT Center at the ÌÇÐÄÔ­´´ has, since 1992, worked to increase the success of individuals with disabilities in postsecondary education and employment. DO-IT, which stands for Disabilities, Opportunities, Internetworking, and Technology, has been recognized for its efforts through several awards including the 1995 National Information Infrastructure Award in Education; the 1997 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring; the 1999 Golden Apple Award for excellence in education; the 2001 AHEAD Recognition Award for outstanding work for students with disabilities; and the 2007 Innovation Award for Career Opportunities for Students with Disabilities.

°Õ³ó±ðÌýDO-IT ProfÌýproject applied lessons learned by DO-IT and other researchers and practitioners nationwide to implement a comprehensive professional development program for college faculty and administrators. It was initially funded by the U.S. Department of Education (Grant #P33A990042, 1999-2003).ÌýProfÌýwas selected as part of the project name to represent two project characteristics—"professional," the quality of project materials and strategies, and "professor" its primary target audience.

DO-IT ProfÌýwas designed to improve the knowledge and skills of postsecondary faculty and administrators in order to make them better prepared to fully include students with disabilities in academic programs on their campuses. Responding to the diverse content and scheduling needs of faculty and administrators, theÌýDO-IT ProfÌýteam has created and continues to deliver six models of professional development.

Model 1: A 20-30 minute presentationÌýto introduce participants to basic legal issues, accommodation strategies, and resources specific to their campuses.

Model 2: A 1-2 hour presentationÌýwith special focus on providing accommodations to students with a variety of disabilities.

Model 3: A tailored workshopÌýfor more in-depth training on topics selected for a specific audience.

Model 4: A televised instruction optionÌýusing a series of video to deliver on public television.

Model 5: A distance learning "anytime-anywhere" courseÌýthat providedÌýlessons and discussion delivered via email.

Model 6: Self-paced, web-based instructionÌý¾±²ÔÌýThe Faculty Room.

°Õ³ó±ðÌýDO-IT ProfÌýteam included faculty, disabled student services staff, and administrators at institutions of higher education in twenty-three states. The nationwide recruitment process was highly competitive, attracting more than one hundred applications. DO-IT's Academic Advisory Board selected applicants that had the potential to contribute to project efforts and to create a team with diverse characteristics.

Project partners included representatives from AHEAD (Association on Higher Education and Disability), the National Center for the Study of Postsecondary Educational Supports, the HEATH Resource Center, and WAPED (ÌÇÐÄÔ­´´ Association on Postsecondary Education and Disability).

Project team members chose institutional partners in their states. If a team member was from a four-year institution, the partner school was a community or technical college; if the team member is from a community or technical college, the partner school was a four-year school.

Project team members participated in three-day collaborative meetings in Seattle in 2000 and 2001. Before the first meeting, team members conducted focus groups with students who have disabilities, teaching assistants, and faculty members. At the working meetings, team members discussed faculty and administrator support issues and strategies. They developed professional development materials, data collection plans, and timelines for their home institutions.

All team member and partner campuses delivered professional development programs, disseminating materials, providing technical assistance to faculty and administrators, and institutionalizing successful strategies in their schools. Some continued these efforts as part of subsequent projects,ÌýDO-IT AdminÌý²¹²Ô»å AccessCollege, also funded by the U.S. Department of Education (Grant #P333A020044 and Grant #P333A050064, respectively).

Completion of this project made faculty and administrators better prepared to fully include students with disabilities on their campuses and contribute to systemic change within postsecondary institutions across the nation. The DO-IT Center continues to maintainÌýThe Faculty RoomÌý²¹²Ô»å other resources created during theÌýDO-IT ProfÌýfunding period.

The Faculty Room

Campuses nationwide are encouraged to link toÌýThe Faculty RoomÌý²¹²Ô»å refer faculty and academic administrators there to learn how to accommodate students with disabilities in their on-campus and distance learning courses, field experiences, and international studies programs. Useful training videos and materials can also be purchased from the DO-IT Center; request theÌýDO-IT Videos, Books, and Training MaterialsÌýpublication for more information. All project materials, including online resources, videos, and printed materials, are offered in formats that are readily accessible by individuals with disabilities. Permission to copy and further distribute project products is granted for noncommercial, educational purposes.

DO-IT ProfÌý°Õ±ð²¹³¾

, Ph.D., directsÌýDO-IT ProfÌýactivities. Members of the originalÌýDO-IT ProfÌýteam and their partner institutions were:

Members of the project team and their partner institutions were:

Carol AchzigerÌý
Computer Access Center CoordinatorÌý
Arapahoe Community CollegeÌý
Littleton, ColoradoÌý
Partner: University of Northern Colorado, Greeley, Colorado

Victoria Amey-FlippinÌý
Coordinator/HELP OfficeÌý
Northeastern Illinois UniversityÌý
Chicago, IllinoisÌý
Partner: Oakton College, Des Plaines, Illinois

Alice AndersonÌý
Coordinator, Technology Access Program, Division of Information Technology (DoIT)Ìý
University of Wisconsin - MadisonÌý
Madison, WisconsinÌý
Partner: Madison Area Technical University, Madison, Wisconsin

Patricia BungeÌý
Learning Disabilities Specialist/CounselorÌý
Guilford Technical Community CollegeÌý
Jamestown, North CarolinaÌý
Partner: North Carolina Agricultural and Technical State University, Greensboro, North Carolina

Deborah Casey-PowellÌý
Dean of StudentsÌý
South UniversityÌý
West Palm Beach, FloridaÌý
Partner: Santa Fe Community College, Gainesville, Florida

Rosemary Coffman, Ph.D., C.R.C.Ìý
Counselor, Students with DisabilitiesÌý
Lee CollegeÌý
Baytown, TexasÌý
Partner: Rice University, Houston, Texas

Jill DouglassÌý
Special Services DirectorÌý
Santa Fe Community CollegeÌý
Santa Fe, New MexicoÌý
Partner: College of Santa Fe Santa Fe, New Mexico

Mary Ann FerkisÌý
Instructional Accommodations Specialist, Adaptive ProgramsÌý
Purdue UniversityÌý
West Lafayette, IndianaÌý
Partner: Ivy Tech State College, Bloomington, Indiana

Pam GriffinÌý
Coordinator, General Disability ServicesÌý
University of Minnesota, DuluthÌý
Duluth, MinnesotaÌý
Partner: Fond Du Lac Tribal and Community College, Cloquet, Minnesota

Beverly Boone HarrisÌý
Coordinator, Supporting Students through Disability Services (SSDS)Ìý
Norfolk State UniversityÌý
Norfolk, VirginiaÌý
Partner: New River Community College, Dublin, Virginia

Nancy HartÌý
Manager, Disability ServicesÌý
Lane Community CollegeÌý
Eugene, OregonÌý
Partner: Western Oregon University, Monmouth, Oregon

Elaine High, Learning Disabilities SpecialistÌý
Resource Center for Persons with DisabilitiesÌý
Michigan State UniversityÌý
East Lansing, MichiganÌý
Partner: North Central Michigan College, Petoskey, Michigan

Alison McCarthy IonvannaÌý
Coordinator of Disability ServicesÌý
Tunxis Community CollegeÌý
Farmington, ConnecticutÌý
Partner: Southern Connecticut State University, New Haven, Connecticut

Richard JonesÌý
Assistant Director, Disability Resources for StudentsÌý
Arizona State UniversityÌý
Tempe, ArizonaÌý
Partner: South Mountain Community College, Phoenix, Arizona

Jana Long, M.R.C., C.R.C.Ìý
Coordinator of Disability Support ServicesÌý
Southwest Missouri State UniversityÌý
Springfield, MissouriÌý
Partner: St. Louis Community College, St. Louis, Missouri

Ralph McFarlandÌý
Director, Student Disability Resource CenterÌý
Humboldt StateÌý
Arcata, CaliforniaÌý
Partner: College of the Redwoods, Eureka, California

Richard Radtke, Ph.D.Ìý
ProfessorÌý
University of Hawaii at ManoaÌý
Honolulu, HawaiiÌý
Partner: Leeward Community College, Pearl City, Hawaii

Lisa Badia RhineÌý
Director, Office for Students with DisabilitiesÌý
University of DaytonÌý
Dayton, OhioÌý
Partner: Sinclair Community College, Dayton, Ohio

Patricia RichterÌý
Coordinator, Services for Americans with DisabilitiesÌý
Office of Human DiversityÌý
Kutztown University of PennsylvaniaÌý
Kutztown, PennsylvaniaÌý
Partner: Thaddeus Stevens College of Technology, Lancaster, Pennsylvania

Vicki RothÌý
Assistant DeanÌý
University of RochesterÌý
Rochester, New YorkÌý
Partner: Finger Lakes Community College,Ìý
Canadaigua, New York

Al SoumaÌý
Director, Disability Support ServicesÌý
Seattle Central Community CollegeÌý
Seattle, ÌÇÐÄÔ­´´Ìý
Partner: Gonzaga University, Spokane, ÌÇÐÄÔ­´´

Chrystal StanleyÌý
Coordinator, Student Disability ServicesÌý
Drake UniversityÌý
Des Moines, IowaÌý
Partner: Des Moines Area Community College, Ankeny, Iowa

Marcia WiedefeldÌý
Coordinator of Disability Support ServicesÌý
Loyola College in MarylandÌý
Partner: Community College of Baltimore County, Dundalk, Maryland

Model Demonstration Projects

DO-IT ProfÌýwas one of twenty-two Model Demonstration Projects to Ensure Students with Disabilities Receive a Quality Higher Education. Funded by the Office of Postsecondary Education of the U.S. Department of Education, 1999-2003 their purpose is to develop innovative, effective, and efficient teaching methods to enhance the skills and abilities of postsecondary faculty and administrators in working with students who have disabilities. Links to all of the projects can be found atÌý.

ÌÇÐÄÔ­´´ DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ÌÇÐÄÔ­´´, and the U.S. Department of Education. DO-IT is a collaboration ofÌýÌý²¹²Ô»å the Colleges ofÌýÌý²¹²Ô»åÌýÌýat the ÌÇÐÄÔ­´´.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ÌÇÐÄÔ­´´, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ÌÇÐÄÔ­´´ is registered as a charitable organization with the Secretary of State, state of ÌÇÐÄÔ­´´. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-ITÌýPublications Order Form; to order videos and training materials use theÌýVideos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
ÌÇÐÄÔ­´´
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director:Ìý, Ph.D.

DO-IT Funding and Partners

Acknowledgment

The contents of this publication were developed under a grant from the U.S. Department of Education, #P33A990042. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Copyright © 2012, 2009, 2008, 2006, 2002, 2000, ÌÇÐÄÔ­´´. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.