Unit10Assignment1

docx

School

Capella University *

*We aren’t endorsed by this school

Course

8130

Subject

Psychology

Date

Oct 30, 2023

Type

docx

Pages

Uploaded by SuperFieldFalcon19

Running head: DISABLED STUDENTS COLLEGE 1 Disabled Students in the College Classroom Unit 10 Assignment 1 PSY – 8130 Adult Learner in the Classroom Dr. Tiffany Culver Capella University Winter 2023 Lindsay Simmons

Running head: DISABLED STUDENTS COLLEGE 2 Theoretical and Research Evidence The number of college degree-seeking individuals with disabilities attending universities in the United States of America has been steadily rising over the years. There are many college students who struggle with mental illness. Unfortunately, this presents with learning difficulties in the course (Kim et al., 2015). Therefore, it is vital to address the topic of disabled students in the college classroom to better prepare faculty, staff, and learners for all students to find success on their degree pathway. In the university educational setting, there are several different teaching strategies which may be applied in a course to help with student learning and to provide reinforcement. Therefore, an important aspect of teaching is to encourage the student to take control of their own learning. At the college level, it is a critical aspect for students to learn and study on one’s own to find success. A theory which allows the student to experience, apply, and take control of their own learning is called constructivism (Merve, 2019). This theory argues that a learner cannot genuinely understand, process, and retain the material unless the knowledge comes from an experience. However, another theory, designated behaviorism could potentially overlap with constructivism due to the way that disabled college students think and have experiences (Steele, 2005). Disabled individuals all react, interact, and gather information from their surroundings in various ways. This means the way information is processed by various disabled students is always different. For example, a student with ADHD learns differently than one with deafness might learn. Behaviorism states a behavior is learned from the surrounding environment; thus, it may impact how an individual reflects the behavior as changes are applied throughout life

Running head: DISABLED STUDENTS COLLEGE 3 (Ziafar & Namaziandost, 2019). Constructivism and behaviorism both suit the numerous perceptions of these disabled students (Steele, 2005). These theories could explain of the workings behind the behaviorism aspect of a certain mental illness, response to the environment, or even a stimulus. Some behaviorisms have been proven to be abnormal from birth while others have been induced by trauma or environmental stimulus. Together, the two sections of psychology have worked together to provide answers for several individuals around the world about the mind (Kimble, 1999). Culture, Community, Society, and Technological Advances It is vital for professors and non-disabled students alike to keep an open mind when it comes to interacting with disabled individuals on campus. The disabled students are a minority population at universities and throughout the years, have faced many challenges as a community due to outdated beliefs from society. To prevent bias, obsolete assumptions, and the conventional stereotypes, many universities have introduced diversity programs to help educate learners, faculty, and college staff about other cultures, religions, beliefs, and the minority populations (Denson et al., 2021). The results of the educational seminars for cultural competency exhibited improvement of knowledge about disabilities and a change of attitude. However, the courses cannot eliminate bias, stereotypes, or assumptions about the disabled population. Regrettably, there are a number of faculty, staff, and students who incorrectly believe the disabled population could present problems or difficulties at the university (Becker et al., 2002). Non-disabled and disable individuals may react to and experience a new situation, as well as take in information, differently, due to the circumstance being positive or negative. Therefore,

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Running head: DISABLED STUDENTS COLLEGE 4 if it is a positive experience for a disabled individual inside the college classroom with peers and faculty, then learning will be forthright than a negative experience. Thus, these experiences with other individuals may have an impact on how an disabled adult learner copes with negative situations, stress, or even feelings of doubt going forward on their degree pathway (Labourive- Vief, 2003). Development, Learning, and Motivation Theories Most of the adult learners in college courses are self-directed learners. This is because the individual knows which learning style or teaching method suits their studies the best, and also have an idea on how to retain new material for assessments and apply the knowledge in a particular setting (Machynska & Boiko, 2020). There is a transition to self-directed learning. This transition usually begins when the student shifts from childhood to adulthood, which is known as andragogy. Thus, this is the beginning of the self-directed adult learner who has their own motivation to succeed. Adult learners with disabilities, on the other hand, have various learning styles dependent upon the type of disability and require a specific teaching method to pass the course. Therefore, it is critical that these disabled learners obtain any necessary accommodations to succeed in the class. The disabled learners must have the appropriate aid from the university and faculty after seeking help through the disability services (Bourdon et al., 2020). Yet, it is possible that the theory of self-directed learning may not apply to the entire population of disabled individuals due to learning impairments but may provide an insight on what needs to be implemented in class (Steele, 2005).

Running head: DISABLED STUDENTS COLLEGE 5 Goldstein (2018) states that the behavior, attitude, or traditions influence decision- making. With disabled individuals, if decision-making is interrupted in cognitive thought, this leads to delayed learning, memorization, retention, and application of the material. Unfortunately, some disabled individuals, such as those with mental illness, may have a delay in processing information due to altered brain chemistry. This impedes working memory, which is used to complete everyday tasks, including those associated with studying, and overall, weakens the cognitive function of the mind (Moran, 2016). The disabled individual may use prior knowledge to learn new material and seek out information from faculty and peers to help with their chosen degree and future career (Kouicem, 2020). Instruction and Assessment Implementing a variety of teaching methods in the college course is tantamount to the disabled students’ success. The rubric and reflective assessment are the best choices to benefit these students due to the amount of provided feedback and guidelines. When using a reflective assessment, like an examination, it allows for the students to test their knowledge and receive feedback on correct and incorrect answers. When applying the usage of rubrics, it is important for the instructor to use a step-by-step outline of what is being graded and looked for in the assessment (Grewe et al., 2021). Disabled students are required to contact the disability services to obtain accommodations to aid in the classroom. This information is also sent to the instructor. Therefore, it is best for the professor to schedule a meeting with the student and assess which type of learning style is preferred. This does not mean that two students with the same disability learn in the same manner. Every disabled student learns material differently from the other, and will need various accommodations to ensure success. Disabled students usually will need

Running head: DISABLED STUDENTS COLLEGE 6 specific accommodations, a planned studying method, tutoring, and one-on-one time to discuss with the professor for review session if necessary (Barnard-Brak et al., 2010). Applying the usage of a reflective method and a rubric in the classroom enables the students to receive feedback, view errors, recognize the need for improvement, and learn from mistakes. The students will have to put forth their best efforts and pay attention to earn a passing grade. From the professor’s perspective, the grade earned by the disabled individual material will allow the instructor to review the mistakes with the student (Grewe et al., 2021). Once the area for need of improvement is identified, the students will be able to prepare for the next assessment and avoid the same mistakes. Once the instructor finishes grading the reflective assessment, or going over the details of the rubric, then the disabled student may ask how to seek out a better future grade on the next assignment (Reynders et al., 2020). Communication Accommodations may vary due to the disability and preference of the student. Even those who have the same disability may require different accommodations based upon learning style. It would be best to discuss what learning style the student uses and what teaching method best suits the individual before the course starts so a plan may be put into action. There may be challenges for the disabled students to obtain aid in the classroom setting because of the difficulty in procuring accommodations to pass the class if the university lacks the resources to provide the necessities properly (Bourdon et al., 2020). Planning of in advance would enable the professor and student to prepare for assessments. If the disabled student works with the instructor to formulate the best assessment methods to use for their learning style, then more knowledge would be achieved (Barnard-Brak et al., 2010).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Running head: DISABLED STUDENTS COLLEGE 7 According to Peter Hutton in the Ted Talk Video, if students have control over their own learning, then overall motivation is improved to seek out new knowledge and retain it for the future (2014). This goes to reason if college students communicate with the professor of their concerns, their worries, their preferences, and any other issue, then the pathway to success only gets wider and allows more opportunities. Therefore, Peter Hutton insisted this proves that sometimes the most unorthodox teaching strategies and learning implementations for both faculty and students may have the best results (2014). Yet, even if control is attainable, then students must seek out accommodations for the classroom. Not every disability requires the same accommodation. Individuals who have the same disability may not necessarily require the same accommodations either, dependent upon the severity. It would benefit the disabled students if there was an option to form a series of assessments to test their knowledge. It would also be a good idea to communicate the teaching method preferred to the professor. Interacting with others would be ideal to develop a sense of teamwork, so any input on laboratory exercises, group discussions, or assigned team projects, then better learning would be achieved (Barnard-Brak et al., 2010). These disabled students would have a better chance of success to achieve a degree on their own terms if the surrounding environment was beneficial to their learning.

Running head: DISABLED STUDENTS COLLEGE 8 References Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities. The Qualitative Report , 15 (2), 411–429. 10.46743/2160-3715/2010.1158 Becker, M., Martin, L., Wajeeh, E., Ward, J., & Shern, D. (2002). Students with mental illnesses in a university setting: Faculty and student attitudes, beliefs, knowledge, and experiences. Psychiatric Rehabilitation Journal , 25 (4), 359–368. https://doi.org/10.1037/h0095001 Bourdon, J. L., Moore, A. A., Long, E. C., Kendler, K. S., & Dick, D. M. (2020). The relationship between on-campus service utilization and common mental health concerns in undergraduate college students. Psychological Services , 17 (1), 118–126. https://doi.org/10.1037/ser0000296.supp Denson, N., Bowman, N. A., Ovenden, G., Culver, K. C., & Holmes, J. M. (2021). Do diversity courses improve college student outcomes? A meta-analysis. Journal of Diversity in Higher Education , 14 (4), 544–556. https://doi.org/10.1037/dhe0000189.supp Goldstein, E. B. (2018). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience (5th Edition). Cengage Limited. https://capella.vitalsource.com/books/978035 7233498

Running head: DISABLED STUDENTS COLLEGE 9 Grewe, J. R., Kohler, D., Colver, M. C., Thurston, T. N., Wadsworth-Anderson, E., & Lewis, M. (2021). Improving university student course performance using reflective exam analysis: An approach to developing academic proficiency. Scholarship of Teaching and Learning in Psychology , 7 (4), 253–262. https://doi.org/10.1037/stl0000266 Kim, J. E., Saw, A., & Zane, N. (2015). The influence of psychological symptoms on mental health literacy of college students. American Journal of Orthopsychiatry , 85 (6), 620–630. https://doi.org/10.1037/ort0000074 Kimble, G. A. (1999). Functional behaviorism: A plan for unity in psychology. American Psychologist , 54 (11), 981–988. https://doi.org/10.1037/h0088209 Kouicem, K. (2020). Constructivist theories of Piaget and Vygotsky: implications for pedagogical practices. dirasat nafsiyat wa tarbawiyat, 13(3), 359-372. https://dirasat- nafsiyat-wa-tarbawiyat.com/index.php/DNWT/article/view/88 Labouvie-Vief, G. (2003). Dynamic Integration: Affect, Cognition, and the Self in Adulthood. Current Directions in Psychological Science , 12 (6), 201–206. https://doi.org/10.1046/j.0963-7214.2003.01262.x Machynska, N., & Boiko, H. (2020). ANDRAGOGY – THE SCIENCE OF ADULT EDUCATION: THEORETICAL ASPECTS. Journal of Innovation in Psychology, Education and Didactics, 24 (1), 25-34. Merve, K. A. R. A. (2019). A systematic literature review: Constructivism in multidisciplinary

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Running head: DISABLED STUDENTS COLLEGE 10 learning environments. International Journal of Academic Research in Education, 4 (1-2), 19-26. https://doi.org/10.17985/ijare.520666 Moran, T. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142 (8):831-864. https://doi:10.1037/bul0000051. Peter Hutton. (2014, November 20). What if students controlled their own learning? [Video file]. Retrieved from: https://youtu.be/nMxqEkg3wQ0 Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7 (1), 1- 15. https://doi.org/10.1186/s40594-020-00208-5 Steele, M. M. (2005). Teaching students with learning disabilities: Constructivism or behaviorism? Current Issues in Education , 8 . Ziafar, M., & Namaziandost, E. (2019). From Behaviorism to New Behaviorism: A Review Study. Loquen: English Studies Journal , 12 (2), 109-116.