Engagement of Student Interns to Address Disability-Related Issues in Informal Learning Opportunities and Academic Courses (Practice Brief)

Autor/inn/en	Bellman, Scott; Burgstahler, Sheryl; Selvakumar, Meena
Titel	Engagement of Student Interns to Address Disability-Related Issues in Informal Learning Opportunities and Academic Courses (Practice Brief)
Quelle	In: Journal of Postsecondary Education and Disability, 35 (2022) 3, S.261-266 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	College Students; Internship Programs; STEM Education; Student Centered Learning; Transformative Learning; Social Justice; Diversity; Intersectionality; Access to Education; Graduate Students; Program Development; College Programs; Informal Education; Students with Disabilities; Skill Development; Instructional Design; Washington + Suchen Sie Ihr Suchwort? Collegestudent; Berufspraktische Ausbildung; STEM; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Transformation; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programmplanung; Studienprogramm; Informelle Bildung; Nichtformale Bildung; Disability; Disabilities; Schüler; Schülerin; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The University of Washington's (UW) "Access to Informal STEM Learning (AccessISL)" project employs a student-centered approach and potentially transformative practices that embrace the social model of disability, social justice education, disability as a diversity issue, intersectionality, and universal design. A leadership team of interns--each member a UW student with a disability or a museology graduate student--along with project staff engage with the UW Museology program to identify and implement strategies for making ISL activities and courses more welcoming and accessible to individuals with disabilities. Initial outcomes of "AccessISL" intern engagement include specific changes within ISL programs, increased awareness and implementation of universal design principles in the Museology graduate program, and expanded skills about the accessible/universal design of informal learning within future professionals who served as interns in "AccessISL." (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01