Journal ArticleDOI
Ball State University's Faculty Mentorship Program: Enhancing the First-Year Experience for Students with Disabilities:
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The mentorship opportunity for students with disabilities at Ball State University has been discussed in this paper. But, those who take advantage of it gain considerable benefits, not only for the students, but also for their families.Abstract:
Students with disabilities at Ball State University have a unique mentorship opportunity—those who take advantage of it gain considerable benefits.read more
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BookDOI
The Science of Effective Mentorship in STEMM
TL;DR: The Science of Effective Mentorship in STEMM as discussed by the authors explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEM, and institutional cultures that support mentorship.
Journal ArticleDOI
Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education.
TL;DR: In this paper, the authors evaluate the perspectives of university students with disabilities on teaching methods and strategies conducive to their learning, and evaluate how their perspectives align with UDL/UDI.
Journal ArticleDOI
Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education.
TL;DR: In this article, the authors used the principles of UDI/UDL and UDI focuses on instruction as the basis for a study to determine if faculty were incorporating UDI and UDL into their instruction, and their attitudes toward students with disabilities.
Journal Article
Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders.
Kimberly S. Austin,Edlyn V. Peña +1 more
TL;DR: In this paper, a qualitative research study was conducted to document the ways in which supportive faculty members responsively approach students with autism spectrum disorders in their teaching roles, finding that faculty members who were nominated as exceptional teachers and advisors to students with ASD drew from experiences of prior connections with individuals with disabilities, a belief in student abilities, setting high expectations for students, the development of caring relationships with students with AS, an authentic passion for teaching, and a commitment to social justice.
Journal Article
Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities
TL;DR: In this article, an academic coaching model for students with disabilities is described, and the theoretical foundations on which the model was developed, and summarizes the results of an assessment of the program.