Using technology to ensure access and inclusion for students with psychiatric disabilities in postsecondary education

Bios & Handouts

Scheduled at 11:45am in Meadowbrook II on Friday November, 17.

#10371

Speaker(s)

  • Scott Kupferman, Professor, University of Colorado Colorado Springs
  • Shelby Knight, Student, University of Colorado Colorado Springs

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

This presentation will share best practices for using technology ensure access and inclusion for students with psychiatric disabilities. Examples include software and mobile applications, alternate media, biofeedback, virtual social supports, and universal design for learning tools. The presenters will offer both student and faculty perspectives.

Abstract

Students with psychiatric disabilities constitute one of the largest subgroups of students with disabilities in postsecondary education. However, they are the most likely to withdraw prior to degree completion. According to a comprehensive meta-analysis (Farrer, et al., 2013), technology supports have the potential to improve access and inclusion for students with psychiatric disabilities. Despite this potential, limited information is available to disability services professionals. This presentation will share best practices for using technology ensure access and inclusion for students with psychiatric disabilities. Examples include software and mobile applications, alternate media, biofeedback, virtual social supports, and universal design for learning tools. The presenters will offer both student and faculty perspectives through the use of case scenarios and technology demonstrations. The results of a multi-campus pilot study will also be explored.

Keypoints

  1. Accessibility considerations for students with psychiatric disabilities.
  2. Technology supports for students with psychiatric disabilities.
  3. Roles of students, faculty, disability service professionals, and mental health providers.

Disability Areas

Other

Topic Areas

Assistive Technology, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Uncategorized

Speaker Bio(s)

Scott Kupferman

Scott Kupferman, Ph.D., CRC is a Professor in the Department of Teaching and Learning and Co-Coordinator of the Special Education Program at the University of Colorado Colorado Springs. He is also the Director of the National Collaborative for Disability and Technology (NCDT), which is a network of 200+ assistive technology researchers and developers. Scott's research interests revolve around (a) assistive technology, (b) accessibility and universal design, and (c) transition from secondary education to postsecondary education, employment, and independent living. He has served as principal investigator, co-principal investigator, or grant writer for approximately 4.2 million dollars in grant funding. Scott's service roles include being an ongoing reviewer/advisor for the U.S. Department of Education, U.S. Department of Health and Human Services, and U.S. Department of Labor. His scholarly efforts have led to several honors and awards, including selection as a National Council on Disability delegate and recipient of the U.S. Department of Education's Commissioner's Award for Excellence.

Shelby Knight

Shelby Knight is an undergraduate student in the Department of Psychology at the University of Colorado Colorado Springs. She is also employed at the PEAK Parent Center, which is the regional parent technical assistance and training center. Shelby has a particular interest in ensuring access and inclusion for students with psychiatric disabilities in postsecondary education.

Handout(s)