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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/disability-awareness
课程评论：没有评论
课程名称：残疾意识与支持 概述：本课程旨在促进残疾学生在高等教育中的平等机会和全面参与，通过帮助参与者提升对教育可及性意义的认识。参与者将通过聚焦立法、通用设计和辅助技术，增强与学生合作的能力和信心。感谢来自匹兹堡大学康复科学与技术系的研究生研究员阿巴斯（鲍比）·侯赛因·夸马尔对本课程的贡献。 课程大纲： **第一部分：介绍** 描述：学生以多种知识、技能和能力进入我们的高等教育课堂。作为教育工作者，我们希望所有学生都能成功并在包容性的学习环境中感受到支持。许多学生有残疾，可能会选择或不选择向教职员工披露。通常，提供所需文档并确定适当住宿的过程是学生与残疾服务人员之间的合作努力。教师通常不参与这一过程，可能对其理由或含义不甚了解。本周我们将介绍残疾学生，并强调与高等教育残疾学生相关的美国主要立法，以及获取支持服务的过程。 **第二部分：住宿与辅助技术** 描述：本周我们描述了为残疾学生决定合理住宿的过程，以及残疾服务在该决定中的角色。我们识别出残疾学生可能需要的具体住宿，以便他们能够充分参与大学生活。 **第三部分：可及设计** 描述：在第一和第二周中，我们回顾了残疾的定义和立法，以及您在大学校园中可能找到的残疾服务、住宿和技术。在第三周，我们重点关注课程材料的设计和开发。我们使用“通用设计”一词来强调教学的包容性设计，使其对所有学生都有意义和实用。我们还查看了文档的最佳实践，例如使用清晰的字体、用标题组织文本以及用替代文本描述图像。 **第四部分：应用** 描述：请阅读以下案例研究，并在讨论板上回答相应的问题。
Part: 1
Title:Introduction
Description:Students come to our higher education classrooms with a wide variety of knowledge, skills, talents, and abilities. As educators, we want all of our students to be successful and feel supported in an inclusive learning environment. Many of our students have disabilities that they may or may not disclose to faculty and staff. Typically, the process of providing required documentation and identifying appropriate accommodations is a collaborative effort between the student and the disability services staff. Faculty are not a part of this process and may not be aware of the rationale or implications. In this week, we will begin with an introduction to students with disabilities. Week 1 highlights the key United States legislation that relates to higher education students with disabilities and describes the process of obtaining support services.
Part: 2
Title:Accommodations and Assistive Technology
Description:This week we describe the process used for deciding on reasonable accommodations for students with disabilities and the role of Disability Services in making this determination. We identify specific accommodations that students with disabilities might need in order to fully participate in life at the university.
Part: 3
Title:Accessible Design
Description:In Weeks 1 and 2, we reviewed disability definitions and legislation, plus the disability services, accommodations, and technologies that you might find on your college campus. In Week 3, we focus on the design and development of your course materials. We use the term “universal design” to emphasize the inclusive design of instruction to make it meaningful and useful for all students. We also look at best practices for documents such as using clear fonts, organizing text with headings, and describing images with alternative text.
Part: 4
Title:Application
Description:Please read the following case studies and respond to the corresponding questions on the discussion boards.
The goal of this course is to promote equal opportunity and the full participation of students with disabilities in higher education by helping participants advance their awareness of the meaning of accessibility in education. Participants will gain competence and confidence in working with students by focusing on legislation, universal design, and assistive technologies. Thank you to Abbas (Bobby) Husain Quamar, Graduate Student Researcher in the Department of Rehabilitation Science and Technology at the University of Pittsburgh, for his contributions to the course.
