Frequently Asked Questions by Instructors and Professors
- 1. Why does the BC Initiative for Inclusive Post-Secondary Education exist?
- 2. What kinds of disabilities do students have?
- 3. What is participatory auditing?
- 4. What is the role of STEPS Forward Inclusion Facilitators?
- 5. What is expected of the instructor?
Why does the BC Initiative for Inclusive Post-Secondary Education exist?
· This initiative was started by the families of young adults with developmental disabilities who wanted to continue their studies after high school. At that time there was no existing way for them to do so in mainstream post-secondary settings. Since 2002, in collaboration with the particular post-secondary education institution, STEPS Forward has supported students with the financial support of the Ministry of Advanced Education and Community Living BC.
· A large number of young adults see post-secondary education as their pathway to maturity, education, lifelong friendship, career defining experiences, and community belonging. Young adults with developmental disabilities want to be able to access these same generic opportunities as their friends and acquaintances from high school.
What kinds of disabilities do students have?
· STEPS Forward supports individuals who have a developmental disability and do not meet academic pre-requisites for post-secondary admission.
· Developmental disability is a term that can be used to describe a wide range of individuals who may have disabilities such as Down Syndrome, Cerebral Palsy, Fragile X Syndrome or Autism.
How will this affect my class?
· Staff support is provided to the student to participate in all aspects of the course, including assignments, exams, group work and tutorials or labs for the course as well as support to the instructor so that the participation of the student in the class is as seamless as possible and results in a positive experience for both the classmates and the student.
What is participatory auditing?
· Participatory auditing students follow the same curriculum as crediting students, but have work modified or adapted by STEPS Forward staff to suit individual learning styles.
· Participatory auditing students supported by STEPS Forward attend post secondary for 4-5 years, paralleling the experience of a typical degree or college diploma seeking student
· Participatory auditing students do not receive grades or degrees but do receive a certificate of completion at the end of their studies from the post-secondary education institution.
· Students are expected to participate in as many aspects of the class as possible, including assignment and exams and feel the same responsibilities to their studies and professors as any other student.
What is the role of STEPS Forward Inclusion Facilitators?
· To modify and adapt course material, including exams and assignments.
· To facilitate the students’ relationship with their instructor and peers
· To support the student to participate in extra-curricular campus activities
· To be available at any time on campus, throughout the semester, to address any of the concerns or questions that the instructor or others in the class may have.
What is expected of the instructor?
· To be available to the student in the same way as for any other student.
· Be willing to be contacted by STEPS staff about course objectives and upcoming assignments and exams and provide feedback/comments (not grades) on student work.
· Some instructors simply wish to be kept informed and touch base with staff. Others assist with course modification and meet regularly with the student. It is up to the individual instructor to decide the extent of their involvement.