This paper from the upcoming cson conference vicug model and generalizes
it to a cross-disability context on a college campus. It concludes our
experience: that dropping adaptive technology onto people's laps does not
create access in itself. often people need support and mentoring as well
as the development of skills and confidence in living with a disability.
kelly
TECHNOLOGY ONLY GOES SO FAR: SOLUTIONS THROUGH ADVOCACY AND RESOURCE TEAMS
(S.T.A.R.T.)
Ray Grott, MA, ATP
San Francisco State University
415-338-1333 (voice)
415-338-7869 (TDD)
[log in to unmask]
The START Project at San Francisco State University, a
federally-funded model retention program for students with
disabilities, has confirmed that assistive technology can be a
powerful tool for success in college. As implied in the name,
"Solutions Through Advocacy and Resource Teams," teams of disabled
students meet to problem-solve around their academic and off-campus
issues of living with a disability. The projects' accomplishments stem
from an integration of the search for technology solutions with a
group process, peer mentors, and a growing appreciation of the
non-technical and personal issues threatening students' retention and
academic achievement. We are learning that these "soft" issues are
often more significant obstacles than technological ones and that the
student team approach is a good vehicle for addressing them.
_________________________________________________________________
BACKGROUND
Nationally, the college graduation rate of students with disabilities
is low. Students with disabilities often have great difficulty
transitioning from a home/high school environment to that of a
university, with its accompanying expectation that the students live
and function independently. It often takes students with disabilities
months to resolve many of their disability-related environmental,
social, personal, and academic problemsÑif they resolve them at all.
As a result, they tend to suffer academically and have lower retention
and graduation rates than their non-disabled peers. Even older
students who transfer from other schools or re-enter college as
independent adults often have trouble negotiating the unfamiliar
terrain of the university.
While most campuses have programs offering supports to students with
disabilities, they overwhelmingly focus on classroom-related issues.
In recent years, increased attention has been directed towards
assistive technology services such as access to computers, but these
have also been oriented toward academic activities. There are very few
programs which comprehensively address the range of non-academic
needsÑfrom managing personal assistants to locating devices for
self-care to making a living space more accessible. The START Project,
based on a collaboration between SFSU's Rehabilitation Engineering
Technology (RET) Training Project and Disability Resource Center, and
with support from the Fund for the Improvement of Post Secondary
Education (FIPSE), is designed to help students address their
non-academic (as well as academically-related) obstacles to success.
_________________________________________________________________
MODEL
We believe that many disabled students can begin to find understanding
and support and break through the isolation inherent on a large urban
commuter campus by coming together with other students with
disabilities in a joint effort at learning and discussion. Central to
our model is a for-credit course, Problem Solving and Disability,
which is aimed at freshmen and transfer students, but is open to any
student with a disability. A formal academic class structure promotes
consistency, responsibility, and accountability. The course meets
twice a week and is divided into two segments. One day the class meets
as a whole for lectures and discussion on a number of topics such as
time management, accessing the state Department of Rehabilitation,
hiring and managing assistants, understanding one's learning styles,
disability management, self-esteem and body image, personal
relationships, disability rights and the ADA, self-advocacy
strategies, and other topics of interest to the students.
On the alternating days, the students meet in small teams with others
having similar disabilities. Peer mentors, most of whom are former
students in the class, facilitate the teams. A formal problem-solving
methodology is followed to help draw out students' issues and aid the
team members in addressing them in a systematic and goal-oriented
manner. All issues are relevant for the team, both "hard" and "soft"
(e.g., physical needs as well as personal problems and concerns).
Graduate students studying assistive technology participate in the
teams as appropriate, helping to research and implement possible
solutions. An Assistive Technology and Resource Lab is available for
trying out different computer-based software and hardware and
researching available other lower-tech products. The focus throughout
is on soliciting ideas and input from all the team members while
developing each student's ability to advocate for themselves and
direct the problem solving process. Project staff train and supervise
the peer mentors, monitor team sessions, and run the Lab. Peer mentors
stay in touch with their team members outside of class.
_________________________________________________________________
RESULTS AND LESSONS
After four semesters of our project, the START project has been very
well received by its participants. Along the way, we are learning some
valuable lessons.
The peer-based problem-solving team is a flexible vehicle for
addressing student issues and can respond quickly to those requiring
prompt attention. The team promotes mutual support and information
sharing. It helps to reduce the social isolation that many students
with disabilities have experienced. Even for students fairly well
integrated into the general campus milieu, there are a number of
topics which they don't feel comfortable discussing with non-disabled
acquaintances and even close friends.
Peer mentors have proven to be a very valuable component in the team
process and over time we have given them more responsibility and
provided more focused training for them. The training includes such
areas as listening skills and crisis management. Through the process
of taking responsibility for the teams, the mentors have increased
their own self-esteem, confidence, and problem solving and advocacy
skills
Costs are reduced and staff can maximize their "reach" by creating an
environment where students assist each other, student mentors play an
active role, and non-disabled students interested in assistive
technology help with research and implementation.
Technology issues are usually not the primary concern, especially for
people with "hidden" disabilities such as learning disabilities.
Again, issues such as low self-esteem and self-confidence, lack of
family understanding and support, undeveloped social skills, and
social isolation tend to rise to the surface again and again. Even
where technology is the issue under discussion, it is often
overshadowed by "soft" issues. To give a few examples:
* One young man was needing to transition from crutches to a
wheelchair in order to navigate the slopes of the campus which
were wearing him out. Rather than spending time discussing
wheelchair features and options, the team and staff grappled with
his suicidal musings, prompted by a culturally-defined sense of
worthlessness.
* A woman with low vision identified technology that would assist
her in reading and worked successfully with the Department of
Rehabilitation to acquire it, but continued to fight depression
related to her family's blaming her for her disability.
* A student worked out a clear sense of her classroom accommodation
needs, only to find that one of her professors was insensitive and
non-responsive, requiring her to strategize on bringing in outside
support.
_________________________________________________________________
PROBLEM AREAS
The START model has not been without its limitations.
Recruitment and outreach to enroll potential students is
time-consuming. The existing model can only reach a limited number of
students who's time, schedule, and motivation permits taking the
class.
Many issues have no clear solution and the problem-solving methodology
is difficult to apply consistently given the varying nature of the
problems being addressed.
The behavior of people with psychiatric disabilities, head injuries,
or personality disorders can complicate classroom dynamics.
Psychological issues come up such as confrontational behavior,
depression, and suicidal tendencies which are difficult to manage, in
or out of the classroom, and which can require the intervention of
professional counseling staff. At the same time, the availability of
the START team members and staff has made critical differences in some
students' ability to weather these crises.
_________________________________________________________________
KEY LESSONS
1) Additional supports beyond the traditional academic accommodations
is crucial for many students with disabilities. Non-academic issues
present major obstacles which must be addressed.
2) Mutual support and understanding can fill a big gap in disabled
students' lives.
3) Building self-esteem is critical for student success, especially
for those with learning disabilities and similar "hidden"
disabilities.
4) Resolving small issues can raise the confidence level for taking on
larger ones.
5) Peer mentorship is key to success. Ongoing peer training and
supervision is important
6) Adaptive technology can be quite important but is often not the
central problem.
7) Identifying personal technology needs can strengthen a sense of
self-worth and capacity.
8) The extra work engendered by a project or service like this is
often time-consuming but can make a big difference in individual
student's lives.
_________________________________________________________________
ALTERNATE MODELS
We are working to promote a discussion on how to address these core
lessons in postsecondary environments, as we are not alone in arriving
at these understandings. To replicate aspects of our model, one may
have to draw on alternate available resources . Some ideas include:
Focus on the peer mentor model only (without the lecture class), but
maintain its structure in the Problem Solving Team.
Utilize students in High Tech labs and computer resource centers (or
OT, PT, Rehabilitation Counseling, Engineering departments) in place
of Assistive Technology graduate students.
Work in close collaboration with local independent living centers or
other community groups to draw on external resources and expertise.
_________________________________________________________________
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