T221 Supporting Diverse Student Populations: Innovations and Strategies for Geo-Success

Tuesday, 27 September 2016
1:30 PM - 5:30 PM
Mile High Ballroom 4EF

A STUDENT’S PERSPECTIVE OF STRATEGIES FOR FACULTY WITH STUDENTS WITH DISABILITIES

Paper number: T221-7
Program: Technical Sessions
Time: 2:50 PM – 3:05 PM

Authors

Abstract

Students frequently have different perspectives than faculty when identifying effective geology classroom strategies for students with disabilities. This presentation combines a nonverbal student’s thoughts and opinions about strategies that were most effective for him with the perspective of the faculty member. Described in this presentation are overall approaches that benefit all students, including those with disabilities. One of the most important strategies is for instructors to realize that they set the example for the class. For example, if the instructor reacts in a way where the student’s actions are taken to be normal, it helps all students in the class feel accepted and makes it easier for them to focus on the material. Also, most students benefit from being directly addressed while having a conversation, particularly if they have an interpreter or assistant for communication. It is important to be accepting and patient with alternative methods of communication, recognizing that all students should have the opportunity to enter into a dialog Group work can sometimes be a challenge, and being flexible in organizing the groups can be extremely helpful. Even with “random” groups, it may be possible to stack the deck so that students with different strengths and weaknesses can benefit from each other and, in some cases, divide the labor into tasks that fit their strengths. When the personalities and strengths of students complement each other, they will be more likely to enjoy class and learn the material. The format of the class makes a large difference, and breaking lecture up into smaller chunks is helpful for everyone. Requiring the whole class to answer questions (e.g. via clickers or lecture tutorial worksheets) helps all students feel that they are part of the class and participating without signaling anyone out. Clear organization within the lecture and a schedule for the course also helps to ensure students’ success.

Geological Society of America Abstracts with Programs. Vol. 48, No. 7

doi: 10.1130/abs/2016AM-286819

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