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Overview

This two-part series will introduce participants to four broad areas of disability inclusive programing and delivery in adult education programs: disability culture and belonging, formal and informal assessment, legal and ethical compliance, and resources and community partnerships. Based on the research in disability studies, disability activism, and the practical knowledge of adult education and workforce development administration, this professional development opportunity provides a discussion forum and constructive guidance for the administrators, advisors and teachers who wish to build or enhance disability inclusive practices in their programs.

    Audience

    This professional development activity/course is designed for:

  • Advisors and instructors in the role of supporting students with disabilities
  • Program directors seeking information to guide program design and staffing that complies with the ADA
  • ADA coordinators
Description

Session 1: Introduction to Disability Culture and Assessment

November 3rd 2021: 10:00 a.m. – 12:00 p.m.

Session 1 will introduce participants to disability culture, disability history, and disability art. The presenter will provide practical guidance on how to infuse disability culture into the existing program culture. We will also discuss the role of diagnosis and disability assessments in adult education and workforce development programming. Session 1 will be conducted via synchronous online meeting and will combine presentation with discussion and Q&A.

One-hour asynchronous independent work to be completed by November 16th

Between session 1 and 2 participants will engage with disability studies materials that they may choose to incorporate in their programs. Estimated time of engagement is one hour.

Session 2: Legality and Ethics, and Disability Resources

November 17th 2021: 10:00 a.m. – 12:00 p.m.

Session 2 will cover the basic legal and ethical requirements for administering a disability inclusive program from the perspectives of administrative, support, and instructional staff. This session will end with a panel discussion on the role of community resources and partnerships between adult education and workforce development programs and disability services providers in the state of Massachusetts.  Session 2 will be conducted via synchronous online meeting and will combine presentation with discussion and Q&A.

Schedule: The total time for this PD is 5 hours. All components are required for completion. The schedule is as follows:

  • Session 1: 11/3/21, 10:00 a.m. – 12:00 p.m. (2 hours)
  • Between 11/4/21–11/16/21 Independent work (1 hour)
  • Session 2: 11/17/21, 10:00 a.m.-12:00 p.m. (2 hours)

You will receive a separate email from ruzica_banovic@worlded with instructions on how to access the Zoom session.

    Learning Objectives

    Upon completion of this professional development activity/course, you will be able to:

  • Understand how to use disability culture to create the sense of belonging for disabled students in workforce development programs
  • Understand how to use disability culture to empower students with disabilities to take an active part in their classrooms and programs that serve them
  • Analyze the role that formal and informal assessments may play in disability inclusive programs and classrooms
  • Identify some ethical and legal compliance requirements for disability inclusive programming
  • Illustrate several types of resources and community partnerships that will help you better serve all students, including those with disabilities
Presenter(s) / Facilitator(s)
Date
to
to
Location

United States

PD Center
SABES Program Support PD Center - Advising
Topic Area
ADA (Americans with Disabilities Act)
Advising
Career Pathways
Learning Disabilities / Differences