University of Southern California Dissertations and Theses

Pathway to inclusivity: a curriculum to transition students with disabilities into college

(USC Thesis Other)

Pathway to inclusivity: a curriculum to transition students with disabilities into college

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Pathway to Inclusivity: A Curriculum to Transition Students with Disabilities into College
Julie Loppacher
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Julie Loppacher 2024
All Rights Reserved

The Committee for Julie Loppacher certifies the approval of this Dissertation
Erica Lovano McCann
Helena Seli
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
The transition from high school to college is fraught with challenges and even more so for
students with disabilities. Between 2013 and 2019 there was a 5% increase in the total number of
students with disabilities in the U.S that attained college degrees, bringing the total to 18%.
While the increase is promising, this number is substantially lower than the 36% of the nondisabled population with an earned baccalaureate degree. The purpose of this curriculum is to
support students with disabilities in their transition from high school into higher education.
Informed by research on learning, motivation and critical disability theory as the theoretical
foundation, this 5-day immersive curriculum will introduce students to the skills and knowledge
essential to their success in higher education. By the end of this program students will understand
the laws that support students with disabilities in higher education; advocate for themselves;
successfully navigate IU’s software platforms and assistive technology; understand the benefits
of utilizing peer mentors and role models; be able to access to campus resources; be able to
discuss the concept of intersectionality and its role and identity development; and demonstrate
executive functioning skills. This curriculum will be made available to colleges and universities
across the country in the hopes of inspiring a cultural shift that prioritizes supporting students
with disabilities in their transition into higher education becomes standard practice.
Keywords: students with disabilities, higher education, transition, self-advocacy,
executive functioning

v
Acknowledgements
To my incredible wife, Gina, without whom this project work would not have been possible. To
my family for their unwavering support throughout this entire process. To my niece Marguerite,
let this be an example that you can do anything. To my classmates who inspired and challenged
me each and every day. To my committee members for their time and guidance. To Dr. Yates,
for your daily support and communication. Finally, to all those students that have been held back
by an inequitable system, this is for you.

vi
Table of Contents
Abstract.......................................................................................................................................... iv
Acknowledgements..........................................................................................................................v
List of Tables ............................................................................................................................... viii
List of Figures................................................................................................................................ ix
Overview of the Project and Needs Assessment..............................................................................1
Problem of Practice..............................................................................................................1
Evidence for the Problem of Practice ..................................................................................4
Importance of Solving the Problem.....................................................................................5
Instructional Needs Assessment ..........................................................................................7
The Learning Environment..................................................................................................9
Potential Issues with Power, Equity, and Inclusion...........................................................10
About the Author ...............................................................................................................11
Definition of Terms............................................................................................................12
Literature Review...........................................................................................................................13
Prior Attempts....................................................................................................................14
The Content of the Curriculum..........................................................................................16
Summary of the Curriculum Content.................................................................................29
The Learning Environment and the Learners ................................................................................33
Description of the Learning Environment .........................................................................34
Description of the Learners................................................................................................36
The Curriculum..............................................................................................................................42
Cognitive Task Analysis....................................................................................................42
Course Learning Goals ......................................................................................................44
Course Learning Outcomes................................................................................................45

vii
List of Terminal and Enabling Objectives.........................................................................51
Overview of the Units........................................................................................................57
Delivery Media Selection ..................................................................................................61
General Instructional Platform Selection in Terms of Affordances ..................................61
Specific Instructional Platform Selection in Terms of Restrictions...................................63
Client Preferences or Specific Conditions of the Learning Environment..........................66
Specific Media Choices .....................................................................................................66
General Instructional Methods Approach..........................................................................67
Implementation Plan ......................................................................................................................70
Evaluation Plan ..................................................................................................................71
Conclusion .........................................................................................................................89
References......................................................................................................................................91
Appendix A: Course Overview....................................................................................................101
Appendix B: Lesson Overviews ..................................................................................................107
Unit 1: Education and the Law ........................................................................................107
Unit 2: Developing Self-Advocacy Skills........................................................................109
Unit 3: Campus Resources...............................................................................................110
Unit 4: Software and Assistive Technology ....................................................................112
Unit 5: Identity Development ..........................................................................................114
Unit 6: Peer Mentorship...................................................................................................115
Unit 7: Executive Functioning.........................................................................................117
Appendix C: Lesson Activities, Design, and Materials...............................................................120
Unit 7: Executive Functioning.........................................................................................120
Appendix D: Evaluation ..............................................................................................................225

viii
List of Tables
Table 1: Major Steps and Knowledge Outcomes for the Curriculum 30
Table 2: Legend Represents the Units Covered in Each Day of the Curriculum 59
Table 3: Scope and Sequences of the Curriculum 59
Table 4: Key Considerations for Media Selection 65
Table 5: Media Choices in the College Transition Program for Students with Disabilities 67
Table 6: Indicators, Metrics, and Methods for External and Internal Outcomes 73
Table 7: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 76
Table 8: Required Drivers to Support Critical Behaviors for Students with Disabilities
Transitioning into Higher Education 78
Table 9: Evaluation of the Components of Learning for the Program. 82
Table 10: Components to Measure Reactions to the Program. 84
Table A1: Learning Activities for the Course Overview 102
Table A2: Visual Overview of the Units 105
Table C1: Learning Activities for Executive Functioning Unit 7a: Time Management 124
Table C2: Learning Activities for Executive Functioning Unit 7b: Organization Strategies 132
Table C3: Learning Activities for Executive Functioning Unit 7c: Study Strategies 139
Table C4: Time Waster Rankings 146

ix
List of Figures
Figure 1: Sample Data Representing the Impact of the Program on Student’s Decision
Making 87
Figure 2: Sample Data Representing Student Testimonials Collected From Evaluation Tools 88
Figure 3: Sample Data Representing the Frequency That Students Engage the Skills Taught
in the Program 89

1
Overview of the Project and Needs Assessment
Jake (a pseudonym) visited the Center for Academic Success (a pseudonym; CAS) asking
to meet with an academic coach. He shared that he was overwhelmed, struggling to keep up with
his classes, and just stressed out. It was his professor who suggested that he meet with a coach
from CAS. Jake admitted that he had never heard of CAS. As Jake began sharing his experience
with his coach, it came to light that Jake has a diagnosis of ADHD and, in high school, he
received extra-time on his exams as well as access to recordings from his classes and that he has
struggled immensely in college without these. He was simply not aware that these supports were
available in college, as a 2nd-year student, Jake remarked that he wished he had known that
sooner.
Jake’s experience is not unique, a staggering 44% (Delarosa et al., 2022) of students with
disabilities do not disclose their diagnosis to their college or university and thereby are not
eligible for accommodations. Additionally, these students are often so overwhelmed that they
miss out on key skill building opportunities that are of particular importance to students with
disabilities. As such, this curriculum addresses the problem of practice in undergraduate
education of empowering students with disabilities to develop the skills necessary to successfully
transition into college through a summer pre-orientation program.
Problem of Practice
Inclusion University’s (a pseudonym; IU) CAS provides outreach programs, workshops,
and individualized academic support to students, faculty, and staff to help support students with
diverse learning needs. The mission of CAS is to apply and engage in research and training to
serve individuals with diverse learning needs and to empower students to reach their full
academic and creative potential. Year after year, CAS encounters students with disabilities who

2
are not aware of the support and accommodations that are available to them in college. These
same students tend to lack the skills necessary to successfully navigate campus and engage with
their classes. These skills range from time management and organization, to confidently
advocating for themselves and communicating with their professors about their accommodations
and limitations.
A student’s lack of skills for academic success is a phenomenon that can be attributed to
a variety of factors, including the stark contrast in the structure of how appropriate
accommodations are provided in high school and how they are provided in college. Another
factor is the limited scope that IU’s Center for Student Access (a pseudonym) has in supporting
this population. The Center for Student Access (CSA) is primarily focused on providing students
with disabilities access to accommodations and the demands of this need are so great that they
are not equipped to provide the individual skill building to students that would enhance their
academic success and persistence. Finally, the transition from high school to college is fraught
with challenges and even more so for those students who are navigating a new environment
without support for their disability. According to the National Center for Learning Disabilities
(NCLD, 2017) students with disabilities face challenges associated with disability stigma, selfregulation, as well as knowledge and access to accommodations and support resources. This is
supported by S. G. Smith et al.’s (2002) findings that report significant percentages of students
with disabilities experience feelings of uselessness and negative self-concepts, 36% and 40%
respectively. Additionally, 38% of parents of students with disabilities found themselves taking
on additional responsibilities such as course selection and decision making around
extracurricular activities. These components contribute to lower numbers of students pursuing a
college degree, about half as often as their non-disabled classmates (NCLD, 2017) as well as

3
lower graduation rates, with a 6-year graduation rate of about 41%, compared to their nondisabled classmates, with a graduation rate of 51% nationwide (Bryan et al., 2019).
The institution of higher education (HE) was designed to educate a very specific subset of
the population, namely, the affluent, able-bodied, cisgender, white, male population, thus,
resulting in an educational structure that today, according to Evans et al. (2017) “enables
exclusion and oppression” (p. xxil), not to mention the frequency of ableist mentalities that are
present throughout HE. While great strides have been made to promote equitable access to, HE,
such as Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities
Act (ADA), students with disabilities continue to encounter barriers to success such as stigma
from faculty and staff, lack of accessibility, reduced opportunity for social engagement, financial
challenges and increased social isolation (Agarwal et al., 2014). Throughout HE the student body
population is growing more diverse each year (Agarwal et al., 2014), this reality combined with
the intersectional nature of disabilities; they transcend all racial, socioeconomic, ethnic and
gender lines, demands the adoption of a social justice framework for supporting students with
disabilities. Cho et al. (2013) outline the importance of intersectionality in developing antiracist
structures and spaces, such as college campuses. Additionally, they highlight the importance of
considering the social, political, and power structures in these spaces. Thus, adopting a social
justice lens to supporting students with disabilities should be a focal point on all college and
university campuses across the country.
Within the scope of the college campus, the need to support this population can present
itself in a myriad of spaces, from the classroom to the residence hall, to the on-campus job site.
Thus, supporting this population is relevant in every corner of the university and the community.
As a department, CSA is dedicated to developing meaningful relationships with campus

4
stakeholders, and given its central location within IU, it is uniquely situated to address this
problem from multiple vantage points. Campus stakeholders such as Administration are
impacted since students with disabilities graduate at lower rates than their classmates, thus
impacting school’s graduation rate; faculty are invested as their classrooms are often the first
area where concerns for this population can arise; and staff tend to spend the most one-on-one
time with these students. Given the intersectional nature of a disability identity, it is vital to
recognize that students with disabilities are active in every corner of campus and their success is
vital to the overall success of the institution.
Evidence for the Problem of Practice
In the United States, the profile of the college student is changing, gender parity is being
seen in more STEM majors including in a variety of IU’s Engineering Programs, more students
of color are enrolling, and more of all college students have a disability (Stodden et al., 2001).
Recent headlines from the U.S. Surgeon General and the Centers for Disease Control (CDC)
highlighted this shift. In 2017, the CDC released findings that illustrate the upward trajectory of
ADHD diagnosis within children aged 3 to 17, reporting an increase of nearly 5% over the
course of 2 decades. A 2017 article by DuPaul et al. (2017) highlighted the importance of
ensuring that individuals with an ADHD diagnosis have access to the support resources they
need to navigate their diagnosis. In order to meet the needs of tomorrow's college students,
today’s inequities must be addressed.
Higher education (HE), in general, is not doing enough to support the growing number of
students with disabilities that choose to pursue a college degree. According to the Postsecondary
National Policy Institute (2023) between 2013 and 2019 there was a 5% increase in the total
number of students with disabilities in the United States that attained college degrees, bringing

5
the total to 18%. While the increase is promising, this number is substantially lower than the
36% of the non-disabled population with an earned baccalaureate degree. The same report
produced by Postsecondary National Policy Institute (2023), reports that students with
disabilities persist towards matriculation and graduate at lower rates than their non-disabled
classmates. Their 2018 study revealed that nationwide, 68% of students with disabilities
persisted from Year 1 to Year 2 while 75% of students without disabilities persisted to Year 2.
That same report revealed that only 41% of students with disabilities persisted from Year 2 to
Year 3 compared to 52% of their classmates. Finally, the NCES reports a 6-year graduation rate
of 40% for students with disabilities compared to 50% for their non-disabled classmates. While
institutions are providing access to this population, by failing to meet their needs through
structural and systemic changes and programs, they are failing at creating truly equitable
educational opportunities for this population, as D. G. Smith (2020) posited “institutions can
either develop in ways that reflect and reproduce the larger society or act as a catalyst and
challenge the inevitability of replication by creating environments that attempt to reduce
inequities" (p. 27).
Importance of Solving the Problem
Colleges and universities that are prepared to meet the needs of students with disabilities,
will be the most relevant and successful institutions in the years, and generations ahead, thus the
time to address the needs of this population is now, and it must be a campus wide initiative. By
addressing the needs of this population from every facet of the institution from the President to
the Senior Vice Presidents, to faculty, staff, students, community members, and beyond, a true
culture shift can begin to take place (Shaewitz & Crandall, 2020). To begin, the number of

6
students with disabilities that are choosing to pursue a college degree is increasing each year
(Ali, 2011), as enrollment increases, the needs of this population is growing.
Additionally, the impact of supporting this population throughout college to graduation
can have positive ripple effects experienced globally as these students go on to pursue careers
and make contributions in every domain of society (D. G. Smith, 2020). Today’s students with
disabilities are tomorrow’s programmers, doctors, artists, teachers, architects and music industry
executives. By taking a proactive approach to addressing these needs now, institutions can
increase graduation and retention rates for this population (Cohen, 2019) and support the
institution in their recruitment of new students. Specifically for IU, addressing the needs of this
population is an opportunity for the institution to live out their vision and mission of integrity,
excellence, diversity, equity and inclusion, well-being, open communication, and accountability
in a meaningful way. Conversely, failing to address the needs of students with disabilities will
have adverse effects not only on individual institutions such as IU, but the institution of HE as an
entity.
The future college and university student is as diverse in ability level as it is in race,
ethnicity, socioeconomic status, gender identity, and sexual orientation (Shaewitz & Crandall,
2020). By continuing to ignore the needs of this population graduation and retention rates will
continue to lag behind those of their non-disabled classmates (Cohen, 2019). As students
continue to demand equitable learning opportunities and socially just campuses (Rue, 2018), they
will not support or enroll in institutions that are only performative in meeting the needs of
diverse populations, and negatively impact enrollment in HE.

7
Instructional Needs Assessment
Conducting a needs analysis is an essential step to designing meaningful learning
interventions. P. L. Smith and Ragan (2005) provided a comprehensive framework to support
instructional designers in this endeavor. The needs assessment is conducted to verify that there is
in fact a need for a new intervention to be designed. P. L. Smith and Ragan (2005) highlighted
the continuous circular relationship between: needs assessment, strategy design, production,
implementation, and evaluation. They go on to identify three specific needs assessment models,
the problem model, the innovation model and the discrepancy model and specific strategies for
conducting a needs assessment with each model. In short, the problem model needs assessment
would be utilized when a stakeholder has identified that a problem exists, often in a time of crisis
within the organization. On the other hand, the innovation model “examines changes or
innovations in the system and determines whether new learning goals should be added to the
curriculum” (p. 45). Finally, the discrepancy need based assessment is utilized when the goals of
the organization have been established. The discrepancy model can also be described as a
summative evaluation model, given that the goals of the organization are set but there is a
discrepancy between the goals and outcomes.
An innovation needs assessment is the most appropriate for this proposed project based
upon the four criteria outlined by P. L. Smith and Ragan (2005). The first element of the
innovation needs assessment is to determine the nature of the innovation or change (p. 45). The
ever-increasing number of students with disabilities that are attending HE constitutes a change in
the “composition of the learner population” (p. 45), as such new learning goals that are
specifically related to the success of this population must be set. Furthermore, new tools, and
skills are needed to navigate the transition from the K–12 setting to that of HE. The second

8
criterion outlined in the innovation model is centered around determining the learning goals that
accompany this innovation. It is vital that “new understandings, knowledge, or actions (can) be
taught” (p. 46). The skills proposed by this new curriculum, software training, introduction to
assistive technology, accessing accommodations, communication skills, self-regulation, and
executive functioning skills will be taught through a Universal Design for Learning structure.
The third step in the innovation needs assessment is to determine if the goals are appropriate
and a top priority in the learning system. The resources and partnerships of CAS are substantial
enough to support this new initiative. There are no reasonable conflicts that exist within the
greater IU structure. Based upon previous survey responses and a host of anecdotal experience,
from students that have utilized CAS services, it can be stated that the new learning initiatives
will be supported by students, families, faculty, staff, and administrators across IU.
Given the stark contrast between the processes for supporting students with disabilities in
the K12 and HE settings, it is vital that a new program be designed to support this population as
they transition from one environment to the next. This program will be designed specifically for
1st-year college students with disabilities. The director of IU’s CAS made the decision to design
this curriculum based upon years of experience supporting students with disabilities at IU. This
decision is supported by national data that reports that students with disabilities graduate at lower
rate than their non-disabled classmates (Cohen, 2019; NCES, 2018) and that upwards of 44% of
students with disabilities do not disclose their disability to their institution (NCES, 2022).
Completing this course will provide students with disabilities with a thorough
understanding of the accommodation structure in HE and the skills to navigate it successfully.
This course will also introduce them to all of the support resources available and provide a
structure of long-term support that will prove invaluable as they persist towards graduation.

9
Students that do not complete this program will miss out on valuable insight into the
accommodations process and the skill building that will help them navigate the campus with
their disability. Additionally, they will be at greater risk for withdrawing from college. As such,
this curriculum is designed to support 1st-year college students with disabilities in their transition
from K–12 to HE.
The Learning Environment
This curriculum will be delivered to incoming 1st-year college students with disabilities
within the existing structure of IU. Together with the support and collaboration of the carefully
selected IU faculty, staff, and current students, this curriculum will prepare the participants to
succeed in any of IU’s academic units. IU’s facilities include state-of-the-art classrooms, cultural
spaces and co-curricular spaces that will all serve as integral spaces for delivery of this dynamic
curriculum.
The Organisation for Economic Cooperation and Development (2023) recognized three
classifications of learning structures: formal, informal and nonformal. Based upon the
characteristics and definitions of each of these structures, this learning event can be classified as
nonformal. This learning event will take place within the existing structure of IU, with an
emphasis on skill and knowledge development rather than an earned grade or certificate
(“Nonformal Learning,” 2022). This distinction is important because as it delineates the formal
learning structure from the nonformal. Additionally, this learning event is designed for a specific
group of participants, to be facilitated with specially selected faculty and staff, and will offer
learners structured opportunities (“Nonformal Learning,” 2022) to garner specific skills. Thus, it
cannot be considered an informal learning structure as those are characterized by natural and
spontaneous (“Nonformal Learning,” 2022) learning.

10
This learning curriculum is designed with a Universal Design for Learning (CAST, 2008)
framework, and as such the learning activities will be delivered in an in-person format, with
options for online participation based on students' needs. By offering learners an opportunity to
engage with the curriculum in both in-person and hybrid ways we hope to maximize their
engagement and sustained interest in the learning activities. When appropriate, learning activities
that take place in real time will be recorded and made available in an asynchronous format, along
with resources such as help guides and manuals.
Potential Issues With Power, Equity, and Inclusion
This curriculum has been specifically designed to address the historical inequities that
students with disabilities experience within the structure of HE, namely lower rates of enrollment
for students with disabilities and lower graduation rates, when compared to their non-disabled
classmates (NCES, 2018). HE has come a long way regarding the enrollment of students with
disabilities, in part due to Section 504 the Americans with Disability Act (1990), which outlines
the rights and protections of students with disabilities in HE. IU’s Center for Student Access
program is an excellent example of compliance with this legislation; however, compliance does
not equal equity and inclusion, and this generation of students is keenly invested in inclusive
learning environments (Rue, 2018).
This curriculum will build upon the compliance structures established in IU and move
toward establishing a culture of equity and inclusion for students with disabilities. It is not
enough to enroll students with disabilities without also providing the specific support structures
that have proven reliable in supporting their success. In recent years, IU has actively prioritized
diversity, equity and inclusion efforts across campus, and this curriculum aligns well with these
institutional goals. This curriculum also provides opportunity for the students, faculty, and staff

11
to investigate, reflect on and discuss the intersectional nature of a disability identity.
Intersectional identity work is essential when considering power, equity and inclusion within
learning environments. Most students with disabilities have faced some elements of
marginalization based on their disability (Harley et al., 2002) and approaching identity work
from an intersectional perspective, provides insight into the social structure of marginalization,
and helps promote a healthy and confident sense of self and belonging amongst this population.
About the Author
As a scholar practitioner, I believe that knowledge is constructed, and there are multiple
realities in terms of an individual’s truth (Merriam & Tisdell, 2016). My own truth, and as such
my work in HE has been constructed and inspired by critical pedagogy (Freire, 1970/2014) selfdetermination theory (Deci & Ryan, 2000) and social cognitive theory (Schunk & DiBenedetto,
2020). The collective framework of each of the above-mentioned schools of thought are
especially germane to the support of students with disabilities and the cultivation of inclusive
learning environments. in equipping these students with the knowledge and skills to meet their
academic goals. cultivating a more inclusive learning environment for these students.
As Director of CAS, a unit within IU, I work closely with students with learning
differences and other types of limitations and have witnessed numerous instances of students
with disabilities sharing their struggles in the transition from high school to HE. Within CAS we
have developed a variety of support interventions to help these students once they request
support. The purpose of this project is to implement a robust and dynamic program designed to
support students with disabilities in their transition to HE and success within the structure that
was not built for them.

12
Definition of Terms
● Ableism is the practice of questioning a person’s competence because of a perceived
difference and viewing normative abilities as superior to other modes of being and
activity (Meeks et al., 2021)
● ADA is an acronym for the Americans with Disabilities Act; this act was created to
protect people with disabilities from discrimination. (ADA, 1990)
● FERPA is an acronym for the Family Education Rights to Privacy Act, which was
established in 1974 to protect student’s educational records, and who has access to
them. This law applies in all institutions that receive federal funding. (Family
Education Rights to Privacy Act, 1974).
● HE is an acronym for higher education; which refers to education after secondary or
high school, also commonly referred to as postsecondary or college or university
(National Center on Safe and Supportive Learning Environments, 2023).
● IDEA is an acronym for the Individuals with Disabilities Education Act; this act
governs how free and appropriate education, and supports, are provided to children
with disabilities. (Individuals with Disabilities Education Act, 2004).
● Intersectionality is the consideration of the systems of inequality that exist connected
to the totality of one’s identity (gender, race, disability status, sexual orientation, et
cetera) and how these aspects intersect to create unique dynamics and effects (Center
for Intersectional Justice, 2018).
● K12 refers to the formal education system that ranges from kindergarten through
twelfth grade; it is the precursor to HE (U.S. Department of Homeland Security,
2023).

13
● Students with disabilities is derived from the Office of Civil Rights’ definition of a
qualified student with a disability; those are students that “at the postsecondary
educational level meets the academic and technical standards requisite for admission
or participation in the institution's educational program or activity” (U.S. Department
of Education Office of Civil Rights, 2020).
Literature Review
Despite systemic awareness that students with disabilities experience more challenges
than their non-disabled classmates in the transition from high school to HE (NCES, 2018; De
Los Santos et al., 2019; Eckes & Ochoa, 2005; Xu et al., 2018), a gap remains in both practice
and the literature on comprehensive strategies to remedy this. Entities and researchers alike have
developed transition guides for high school educators (Ali, 2011; Connor, 2012) however, these
guides lack the detail and structure necessary for full integration into the high school
environment. Furthermore, within their current structures most high schools do not have the
capacity to develop and implement a comprehensive transition plan for students with disabilities
into HE.
Currently, there are a variety of colleges across the country that offer formal (P. L. Smith
& Ragan, 2005) transition programs for students with disabilities. While these programs are
impactful, they remain inaccessible to many students given they are fee-based. From the student
perspective, the additional fees required to participate in these programs make them inaccessible
and inequitable by design. There is no evidence that IU has ever attempted to develop and
implement a comprehensive transition program for students with disabilities.
The proposed curriculum will leverage current IU resources to introduce students with
disabilities to the knowledge, skills, and resources that they will need to successfully transition

14
into college. This curriculum will be implemented in the week prior to new student orientation at
IU. This timing is important as it will allow students to fully participate in new student
orientation while also providing them with the tools to navigate it successfully. Included in the
curriculum will be opportunities to develop disability specific skills such as registering for
academic and housing accommodations, working with assistive technology, and communicating
with faculty and staff about their disability. Executive functioning skills such as planning,
organization, and self-regulation will also be introduced and reinforced for the learners. Given
the intersectional nature of disability, there will also be opportunity for students to participate in
identity reflection. From a social-cognitive perspective, this learning will happen in small
groups, in collaboration with peer mentors and academic coaches as well. This comprehensive
curriculum will be developed from a UDL perspective thus maximizing its accessibility for
students. As such, this literature review will examine the prior attempts to support students with
disabilities in their transition into HE while also identifying the key skills and strategies
necessary in that process.
Prior Attempts
Section 504 of the ADA was instrumental in providing access to HE for students with
disabilities. However, this law does not mandate that institutions build the infrastructure to
support these students in the transition from high school to HE. Examples of prior attempts to
meet this need exist at both high school and HE levels.
In 2011 the U.S. department of education released a twenty-step guide (Ali, 2011) that
included strategies for high school educators to help students with disabilities transition into HE.
This guide includes information for students with disabilities from the application process
through to college admission. The primary benefit of this guide is the information it provides on

15
securing academic accommodation in HE. This guide comes up short in a few ways. First, there
is no evidence that it was widely distributed and implemented into high schools across the
country, and if it was, there is no implementation strategy mentioned for users, so the breadth
and depth of its impact could not be measured. Secondly, although this guide includes a “keys to
success: attitude, advocacy, and preparation” (Ali, 2011) section, the general nature of the
suggestions could be a limitation to high school educators in their support of students. As a
result, this guide serves as a document whose emphasis is compliance with federal laws, rather
than an effort at developing inclusive, accessible, and equitable learning opportunities for
students with disabilities in HE.
In 2012, the Journal for Exceptional Teaching published 21 tips to help students with
disabilities transition to college (Connor, 2012). This guide goes beyond compliance and
provides some very specific strategies for students including the importance of a strength-based
perspective on disability, strategies for note taking, as well as promoting time management and
organization (Connor, 2012).
From a HE perspective more programs need to be developed to support students with
disabilities in their transition from high school to HE. While there are some incredible support
programs, such as those run by Basil University (a pseudonym) and Monument College (a
pseudonym) these programs still have areas of improvement. The programs run by Monument
and Basil are fee-based programs. Requiring a fee for services does not promote accessible and
equitable learning opportunities. In the case of Monument, their program is a yearlong endeavor,
which could be a barrier to students embracing other opportunities offered by the institution.
When considered in totality, the prior attempts to address this problem of practice have benefited

16
some students in their transition from high school to HE, however, there is still much that can be
improved upon.
The Content of the Curriculum
Based upon the literature from disability researchers, non-profit organizations, and
national organizations there is general consensus of the essential elements of this curriculum.
The foundation of this curriculum must be awareness of the laws and regulations related to
accommodations in HE and self-advocacy skills (Ali, 2011; Beale, 2005; Connor, 2012; Eckes &
Ochoa, 2005; Grigal et al., 2018; Lock, 2001; National Center for Learning Disabilities, 2017;
Vogel, 2021). This consensus reinforces the notion that supporting this population is a
compliance issue. This perspective is one of the reasons that students with disabilities continue to
struggle in HE despite the presence of accommodations (De Los Santos et al., 2019; Grigal et al.,
2018; Vogel, 2021). Compliance does not equal equity and more needs to be done to support the
success of students with disabilities in HE. This curriculum will expand on the foundation of
compliance and incorporate specific strategies offered as solutions.
Collectively, the work of Connor (2012), Eckes and Ochoa (2005), and Grigal et al.
(2018) provided guidance for additional strategies that will benefit students with disabilities
transition into HE. The contributions of this group identify specific topics and skills, executive
functioning, developing a strength-based perspective of their disability, skill building, and the
benefits of peer engagement. These will be included and expanded upon in the development of a
holistic and comprehensive curriculum that is designed to provide support for students with
disabilities as they transition into HE that is both accessible and equitable. These works were
identified via a thorough search in google scholar, ERIC database, resources from the U.S.
Department of Education as well as the Journal of Higher Education. The search of the literature

17
revealed the following major steps that learners with disabilities would need to perform to
successfully transition into college:
● Articulate the legal differences between accessing accommodations in high school
and HE.
● Self-advocate while discussing their disability within the campus community.
● Identify support resources.
● Use software such as disability related software and assistive technology.
● Investigate the intersectionality of their identity, including their disability.
● Identify and develop relationships with similar peer (mentors/role models).
● Develop executive functioning skills such as time management, organization, selfcare, and problem solving.
The literature for each of the major steps is examined in the sections that follow.
The Differences Between K12 and HE Structures for Accommodations
There are vast differences in the laws that relate to accessing accommodation in the K12
and HE environments. As a result of these legal differences the policies and practices for
supporting students with disabilities are vastly different as well, resulting in an entirely new
landscape for students with disabilities to navigate. Awareness of these legal and environmental
differences is essential to success in HE for students with disabilities.
The Individuals with Disabilities Education Act (IDEA, 2004) applies to students in a
K12 setting and it “makes available a free appropriate public education to eligible children with
disabilities throughout the nation and ensures special education and related services to those
children” (Individuals with Disabilities Education Act, 2004). The specific language free and
appropriate is an essential element of this law as it clearly places the financial responsibility on

18
the school or other state entities for testing and supporting resources that the student with
disabilities will need. Furthermore, the language ensures special education and related services
is of paramount importance as it posits that educators are on the lookout for students with
disabilities and are ready to move in and provide support without request from the student or
their families.
IDEA does not apply in HE (Vogel, 2021). Rather, support for students with disabilities
in HE falls under the ADA of 1990 and Section 504 of the Rehabilitation Act of 1973 both of
these laws clearly stipulate that students cannot be discriminated against based on their disability
(Eckes & Ochoa, 2005). However, institutions of HE are under no obligation to identify students
with disabilities in order to provide them with access to reasonable accommodations nor are they
responsible for absorbing any of the financial costs associated with diagnostic testing and the
subsequent documentation that students might require in the accommodation process (Ali, 2011).
All costs the responsibility of the student. Given that students can become disabled at any point
in time, this financial responsibility can be another barrier to students accessing the
accommodations that they need in HE. Additionally, students are responsible for requesting their
own changes to their accommodations (Ali, 2011), and are responsible for filing their own
grievances when they experience discrimination (Beale, 2005). This significant shift in legal
power and responsibility from the schools in K12 under IDEA to the students in HE, under
ADA, Section 504 and FERPA, although empowering, is not without problems of its own.
While every college and university is required to have a system in place to support
students with disabilities, each institution is entitled to set their own guidelines as to how they
will do that, as long as their practice is compliant with Section 504 of the Rehabilitation Act (Ali,
2011). As a result of this incredibly broad guideline most HE institutions review and provide

19
accommodations on a case-by-case basis (Eckes & Ochoa, 2005). Regardless of these
differences, all HE institutions share one similarity, in order to access accommodations students
will have to disclose their disability status or diagnosis (Ali, 2011; Beale, 2005).
For some students, based on a myriad of reasons and lived experience, this decision
requires considerable self-reflection and consideration, ideally before arriving on campus
(Connor, 2012). This intentional thought is of vital importance for a couple of reasons. First,
requesting and receiving accommodations can be a long process. A student might request
accommodations and the institution might ask for further documentation. Visiting a physician or
acquiring further assessments often takes time and can slow the process down considerably.
Additionally, accommodations cannot be applied retroactively, so it is better for a college or
university student to request and acquire their accommodations early so that the framework is in
place whenever they decide to utilize them.
Another legal challenge that students with disabilities and their families often encounter
in HE is FERPA (1974), which requires that students specifically identify who can access their
educational record and communicate with the institution. FERPA is designed to keep students
and their educational records safe, yet for students with disabilities coming out of a K12 system
where their families were highly involved, lack of awareness of institutional FERPA guidelines
can cause additional barriers to their success in HE (Vogel, 2021). Helping students with
disabilities understand the legal changes that accompany their transition to HE, once they reach
the age of 18, is foundational to helping them succeed at the postsecondary level. Once students
are equipped with the legal understanding of their rights and responsibilities in HE as it relates to
their disability status they must have the ability to advocate for themselves. Developing selfadvocacy skills are key for students with disabilities to successfully transition into HE.

20
Self-Advocacy
Self-advocacy skills are essential for students with disabilities as they face the challenge
of navigating both their new HE campus and the limitations associated with their disability
simultaneously. Self-advocacy skills are linked to a variety of positive outcomes such as higher
retention rates and better adult outcomes (Vogel, 2021). Despite the inherent value of teaching
and developing self-advocacy skills, most institutions of HE do not spend nearly enough time, if
any, devoted to developing these essential skills (National Center for Learning Disabilities, 2018;
Vogel, 2021). The ability to communicate effectively, is a key component of self-advocacy
(Vogel, 2021), however developing self-advocacy skills for students with disabilities is far more
nuanced than simply communicating, in fact, one could argue that communicating is the final
element of self-advocacy for this population.
The foundation for developing self-advocacy skills lies in self-knowledge. To develop
effective self-advocacy skills, students with disabilities must develop a comprehensive
understanding of how their diagnosis impacts them not just in their academic pursuits but in
every facet of their lives. They must learn the characteristics and details of their diagnosis
(Grigal et al., 2018; Vogel, 2021) and how they translate to all the environments that they move
through and participate in. Once equipped with a deep and thorough understanding of their
diagnosis and how that translates into their day-to-day lives students with disabilities are now
equipped to make informed decisions about their learning (National Center for Learning
Disabilities, 2018). Equipped with self-knowledge students are now primed to make and pursue
their own learning goals (National Center for Learning Disabilities, 2018). The autonomy to set
their own goals can serve as a motivating factor to help them push themselves beyond their
current comfort zone and make the decisions that they feel are best for them, even if other people

21
don’t agree with them (Eveleth et al., 2012; Grigal et al., 2018 ). In addition to that, taking risks
and the right to choose are both essential to success in HE (Eveleth et al., 2012), and sometimes
self-advocacy can feel like both a risk and a choice.
Another necessary element in the development of self-advocacy skills is identifying and
developing allies and a support network (Grigal et al., 2018). Having a support network of allies
is critical for students with disabilities for a few reasons. To begin, students with disabilities
often face stigma in their educational environments that can impact their academic success
(National Center for Learning Disabilities, 2018). Allies can provide much needed support,
encouragement, and perspective during these challenging times. Secondly, allies can help with
the more tangible elements related to self-advocacy, such as the process by which students
maintain and track all their disability related materials (Grigal et al., 2018). Developing systems
to track and organize all communication related to their disability can prove invaluable in those
times when students have to recognize and assert their needs and accept their need for support
resources (National Center for Learning Disabilities, 2018).
In sum, developing self-advocacy skills for students with disabilities is key to their
academic success in HE and a greater emphasis needs to be placed on developing these skills in
both the K12 and HE setting. Accepting the need for support and being able to assert that need is
an essential step in accessing additional campus resources. Most institutions of HE have an
abundance of resources to support students and accessing them is key for students with
disabilities to thrive.
Campus Resources
In addition to disability specific resources, each HE institution will offer a variety of
campus resources that are essential to the successful transition of students with disabilities. Yet,

22
unfortunately, for many students with disabilities, these other essential campus resources are
often overlooked (Connor, 2012). To support students with disabilities in accessing additional
campus resources it can be helpful to start by outline the most common types of support that
students will find on campus. Ingersoll (2016) identified six standard types of support that
students will find on their campus:
● Subject specific tutoring
● Writing support
● Professor office hours
● Research librarians
● College counseling and other mental health resources
● Academic advisor
Ingersoll (2016) highlighted that the academic advisor is a vital and often overlooked resource
for college students with disabilities. Academic advisors have keen insight into the workload of
courses, philosophy of faculty and other insight that can enhance a student’s educational
experience. Amongst the most standard resources offered in HE, are mental health resources.
Mental health resources are vital for college students today, according to the U.S.
Surgeon General as youth mental health was declared a public health crisis in December of 2021
(Office of the Surgeon General, 2021). This recognition and prioritization of mental health
resources can take many forms beyond campus counseling centers. A growing trend on
campuses across the country is an expanded offering of wellness-based resources, such as yoga,
mindfulness and meditation activities. Availability of wellness resources are especially important
for students with disabilities (Office of the Surgeon General, 2021) due to the additional barriers
and stigmas they grapple with. However, promotion and availability of campus resources are not

23
enough. Students need to be guided and trained on how to successfully access the resources as
well.
Students with disabilities benefit tremendously from education and skill building around
accessing resources (Ingersoll, 2016). Education and skill building can empower students with
disabilities to successfully access and navigate a campus resource which in turn can positively
impact their confidence and motivation to seek out the resource in the future. Students will
benefit from knowing the policies and procedures of the various campus entities. Elements that
might seem inconsequential to some could be incredibly helpful for students with disabilities.
Prior discussions about (a) operating hours, (b) late policies, (c) availability of appointments, (d)
documentation needed, (e) appointment limits, and (f) online scheduling tools are just a few
examples of the education that can facilitate a student with a disability successfully accessing a
campus resource throughout their academic career. Offering this type of education and
opportunity for discussion on the resources and ways to access them can prove empowering to
students with disabilities. Once equipped with the knowledge and skills, students with disabilities
will be able to actively seek out campus resources (Connor, 2012) and set themselves up for
long-term success. In closing, campus resources are essential to the success of students with
disabilities in HE, however, it is not enough just to be aware of these resources, students must
also feel they have the confidence and ability to successfully navigate them. In addition to the
knowledge and ability to access campus resources, students with disabilities also need the
knowledge and confidence to navigate their institution’s software platforms.
Software and Assistive Technology
College today requires an abundance of technological skill and for students with
disabilities, there is often the added pressure of learning disability related software programs and

24
assistive technology. To ensure that students with disabilities are set up for success in HE it is
essential that they receive training on the institution’s learning management system, assistive
technology platforms and any specific disability support software programs (Asselin, 2014;
Connor, 2012; National Center for Students with Disabilities, 2022). Training on the specific
software programs is indispensable, as technological knowledge plays a central role to the
success of students in HE (Asselin, 2014). Institutions of HE have a responsibility when it comes
to supporting students with their technological learning goals (National Center for Students with
Disabilities, 2022). Furthermore, institutions should leverage the educational technology
available to them to help create customizable instruction to better meet the needs of students
(National Center for Students with Disabilities, 2022). These institutional responsibilities are
outlined with very broad strokes and that translates to a great variance in the accessibility of
training and customizable experiences that students have when it comes to technology at their
college or university. Faced with these discrepancies there is a lot that students can do to set
themselves up for success in the technological realm before they begin college.
Prior to arriving on campus, students should research which assistive technologies are
supported by their institution (Connor, 2012). This is a necessary step as institutions are
responsible for providing assistive technology to students, however they are not required to
provide the student’s preferred assistive technology. Therefore, to maximize their success,
students with disabilities should research assistive technology options at their institution as early
as possible. Along a similar vein, students with disabilities should investigate their institutions'
hybrid and online learning options (Connor, 2012) as classes offered in these formats often align
well with a myriad of limitations that students with disabilities encounter in their academic
pursuits. In summary, the use of technology through learning management systems, personal

25
devices and assistive technology are essential to the success of students with disabilities in HE
and training in these areas is indispensable. In addition to the tangible knowledge and skill
development discussed up to this point, it is vital to introduce the role of identity development to
the transition process from K12 to HE.
Identity Development
Approaching identity development through a lens of intersectionality provides students
with disabilities the opportunity to examine the complexities of their identity in a manner and an
environment that can lead to confidence and belonging. For some students, examining their
identity from an intersectional perspective means facing and resisting negative stereotypes and
oppressive narratives associated with their multiple identities (Hernández-Saca et al., 2018). In
those instances, feelings of confidence and belonging are necessary to help students navigate
these complexities. Given that disabilities transcend all racial, ethnic, and gender lines the
population of students with disabilities is incredibly diverse (Agarwal et al., 2014). The richness
of this diverse population makes it the ideal setting for students to bond, share their stories and
experiences which is a powerful element in the development of a disability identity (Eveleth et
al., 2012). These shared stories and experiences are just some of the factors that can impact the
development of a disability identity (Eveleth et al., 2012). Other factors such as the presence and
strength of a support system and personal attitudes of acceptance can also impact identity
development making the college campus an ideal environment to explore these complexities for
students with disabilities. College campuses are home to a multitude of student organizations that
can provide opportunities for social interactions that can support both identity development and a
sense of belonging amongst students (Agarwal et al., 2014). Considering identity from an

26
intersectional perspective is not just the responsibility of the student, institutions of HE also have
a responsibility in this realm.
As the size and diversity of college populations continue to expand it requires that
institutions expand their perspectives as well. Institutions will benefit from adopting an
intersectional lens as they develop policies, establish campus climates and research best practices
for supporting students with disabilities (Cho et al., 2013). This is by no means an easy task as it
requires the acknowledgement and dismantling of often well-established and historically
repressive systems and narratives. Adopting an intersectional lens at an institutional level is
important because “these dominant narratives about dis/ability at their intersections have
structured how individuals experience the present” (Cho et al., p. 296). To support students in
their identity development from an intersectional lens, colleges and universities can model this at
an institutional level and leverage it to help establish meaning for students (Hernández-Saca et
al., 2018). In summary, college is an important time in identity formation and given the
intersectional nature of a disability identity, consideration and time must be devoted to this
especially for students with disabilities. Identity development and overall academic success can
be enhanced by positive experiences with mentors and role models.
Mentors and Role Models
College students with disabilities will benefit immensely from the other students with
disabilities that serve as mentors and role models. The fact remains that the mentor and role
model relationship can meet unique needs for this population. There is a consensus amongst the
disability community that attending college or university with a disability is such a unique
experience that it can only be understood by other students with disabilities (Grigal et al., 2018)
further emphasizing the need for mentorship in both formal and informal structures.

27
Additionally, the lived experience of other students with disabilities in a HE setting can be key to
filling in the gaps and providing guidance in areas where institutions come up short (Eveleth et
al., 2012). Grigal et al. (2018) reported that students with disabilities are often the best resources
for new students with disabilities, further reinforcing the benefit of the mentor and role model
relationship. The opportunity to connect with other students with disabilities can help stave off
feelings of isolation, which are reported at higher levels amongst the disabled student community
than their non-disabled classmates (Agarwal et al., 2014) and foster strong feelings of
relatedness.
Relatedness and social connection are necessary elements to a student’s success within
the college community (Agarwal et al., 2014). From a theoretical perspective, research on selfdetermination theory also highlights the benefits of having close meaningful relationships
throughout the college years. From a self-determination perspective, feelings of relatedness are
indispensable and associated with higher levels of intrinsic motivation (Ryan & Deci, 2000).
Intrinsic motivation is closely associated with the ability to persist despite the presence of
challenges and setbacks thus proving vital for this population. Finally, one of the most important
considerations for promoting the peer mentor/role model relationship for students with
disabilities is the opportunities that can result from these connections (Grigal et al., 2018).
Having insight and guidance from those who have successfully navigated the path, can save
students with disabilities from unnecessary struggle and hardship so that their efforts can remain
focused on their academic and career pursuits. To summarize, the academic success and
motivation of students with disabilities can be greatly enhanced through formal and informal
mentoring and role modeling relationships. The positive influence of peer mentors can also

28
encourage students with disabilities to prioritize developing their executive functioning skills, as
the transition to college can often be jarring to executive functioning.
Executive Functioning
The unstructured nature of HE places a high demand on student’s executive functioning
skills and there needs to be intentional structures in place and opportunities for students with
disabilities to develop these specific skills. Executive functioning refers to a student’s ability
organize, plan, focus and ultimately make and execute decisions in a variety of environments
(Sicherer, 2020) and these skills can have a direct impact on academic success in college (Grigal
et al., 2018). Essentially, executive functioning skills are those that operationalize academic
success. For example, a student may have completed their English Literature paper, however, if
there time management and organization skills are lacking, they might miss the due date or
forget to submit the paper all together, executive functioning skills alone can be a barrier to
course completion (Grigal et al., 2018). While there are several executive function skills that are
essential to the transition to college (Connor, 2012; Grigal et al., 2018), time management skills
emerge as the most important one for students with disabilities to develop (Ali, 2011; Connor,
2012). From the perspective of self-determination, the development of executive functioning
skills can enhance both autonomy and confidence thereby increasing student motivation
(Connor, 2012; Ryan & Deci, 2000) and contributing to more self-determined learners. While it
is the responsibility of students to develop executive functioning skills, institutions have a
responsibility to create the structure by which students can do so.
The fundamental purpose of HE transcends that of knowledge acquisition enroute to a
baccalaureate degree. It is one of holistic student growth and development to a life of purpose
and opportunity and as such, institutions should emphasize developing executive functioning

29
skills that support meaning making and success beyond college. Colleges and universities should
make executive functioning skill training readily available (Ali, 2011; Connor, 2012; Grigal et
al., 2018; Sicherer, 2020). Training on specific strategies such as (a) developing routines (b)
creating step by step instructions (c) the use of timers (d) the use of checklists (Sicherer, 2020)
are just a few examples of executive functioning skills that college students with disabilities
would benefit from having access to. Finally, the structure of HE favors students with proficient
executive functioning skills and access to instruction on developing these skills should be readily
available, especially for students with disabilities as their ability to access accommodations relies
upon these skills.
Summary of the Curriculum Content
The major steps and accompanying literature can be further represented as knowledge
outcomes (Gagné, 1985, as cited in P. L. Smith & Ragan, 2005). The primary outcomes from the
literature are declarative knowledge, or knowing what something is, and intellectual skills, or
knowing how to do something (Table 1). In addition, it is important that students develop
cognitive strategies to sustain their learning throughout their education and beyond, as well as
the attitudes to value and use what they have learned. These outcomes will further inform the
design of the curriculum in Part 6 later in this design.

30
Table 1
Major Steps and Knowledge Outcomes for the Curriculum
Major step Knowledge outcomes
Articulate and understand the legal
differences between accessing
accommodations in high school and HE.
Declarative knowledge
Concept of different laws in K12 and HE
Concept of accommodations.
Intellectual skills
Differentiating between accessing
accommodations in HS and HE.
Articulating the legal differences between
accessing accommodations in high school
and HE.
Cognitive Strategies
Monitor, watch, and guide one’s own
progress in articulating legal differences
in accessing accommodations in HS and
HE.
Reflect on their rights and responsibilities
prior to coming to campus.
Attitudes
Value articulating the differences.
Be confident in articulating the differences.
Self-advocate while discussing their disability
within the campus community.
Declarative knowledge (what)
Define the concept of self-advocacy
State the relationship between selfadvocacy and their success in HE.
Intellectual skills (how)
Differentiate between types of selfadvocacy skills.
Develop a personal strategy to selfadvocate using a system of identifying
allies, details of your diagnosis, and
strategies that push the comfort zone.
Cognitive strategies
Rehearse situations where you successfully
engage self-advocacy skills
Monitor, watch, and guide one’s own
progress in self-advocacy.
Attitudes
Value your right to be a student
Value in your own ability to advocate for
yourself

31
Major step Knowledge outcomes
Value your own self-advocacy skills
Be confident in your ability to self-advocate
Identify support resources. Declarative knowledge
Identify what resources the institution
offers.
Intellectual skills
Develop an action plan for engaging in with
the resources.
Cognitive skills
Rehearse using campus resources.
Reflect on the effectiveness of the resources.
Adjust if needed.
Attitudes
Value the support of others
Value the role that resources play in
supporting your success in HE.
Use software such as disability related
software and assistive technology.
Declarative knowledge (what)
Know what different software systems are
available.
Know what each software system does.
Intellectual skills (how)
Know how to access support for navigating
the software.
Differentiate between software systems to
according to needs and tasks.
Cognitive skills
Monitor, watch, and guide one’s own
progress in use of the software systems for
effectiveness in supporting learning goals.
Reflect on previous strategies that have
supported successful software integration.
Attitudes
Value the role of software and assistive
technology in meeting HE goals.
Efficacy to use technology
Investigate the intersectionality of their
identity, including their disability.
Declarative knowledge (what)
Define the intersectionality.
Define the importance of intersectionality
in relation to identity development.
Intellectual Skills (how)
Differentiate between the elements of
identity

32
Major step Knowledge outcomes
Conceptualize intersectionality as a
framework for supporting students with
disabilities.
Cognitive skills
Reflect on all of ways in which one
identifies.
Monitor, watch, and guide one’s own
identity development.
Imagine your identity fully actualized.
Attitudes
Value the uniqueness of the
intersectionality of your identity
Identify and develop relationships with
similar peers (mentors/role models).
Declarative knowledge
Define the role of a peer mentor
relationship.
Intellectual skills
Differentiate between peer mentor and
friend classification.
Identify strategies for decision making
around who would make a good peer
mentor.
Cognitive skills
Reflect on previous peer mentor/role
model interactions.
Design a strategy for approaching a
potential peer mentor.
Monitor, watch, and guide one’s own
progress in participating in the peer
mentor relationship.
Attitude
Value the role of a peer mentor in your
HE experience.

33
Major step Knowledge outcomes
Develop executive functioning skills such as
time management, organization, self-care,
and problem solving.
Declarative knowledge
Define the concept executive functioning
skills.
Define specific executive functioning
skills.
Intellectual skills
Differentiate between the different
executive functioning skills.
Identify situations that call for each
executive functioning skill to be engaged.
Develop strategies to incorporate these
specific executive functioning.
Time management
Decision making
Developing routines
Checklists
Assistive technology
Timers for activities
Cognitive skills
Reflect on past instances that required
executive functioning.
Analyze current executive functioning
skills.
Monitor, watch, and guide one’s own
progress in developing executive
functioning skills.
Attitudes
Confidence to engage executive
functioning skills.
The Learning Environment and the Learners
When developing and implementing a new curriculum it is essential to include the details
of both the environment where the learning will take place and the learners themselves. The
learning environment or system (P. L. Smith & Ragan, 2005) for this curriculum is IU’s main
campus. The resources of physical space, software systems, faculty, and staff expertise, as well
as the campus’ co-curricular spaces will all contribute to the learning environment. While this

34
curriculum is designed for a target audience (P. L. Smith & Ragan, 2005) incoming IU students
with a disability, this group of learners also possess a variety of other similarities and differences
that will be discussed.
Description of the Learning Environment
IU is a private institution located in a major metropolitan city in the Western United
states. With more than 20,000 undergraduate students enrolled, IU is a large and highly
competitive institution. IU is equipped with state-of-the-art teaching facilities that include
classrooms equipped with multimedia capabilities to support hybrid learning, use of audio, video
and projected images. While many students today do have their own computers, if additional
assistive technology is required for students, it will be provided to them to ensure maximum
engagement with the content. Some units in this curriculum will be hosted in these classrooms.
The in-class learning will primarily focus upon the teaching of the software platforms
that are essential to success at IU, specifically the campus wide learning platform and the
disability specific software. In addition to the classroom environments other IU facilities such as
the cultural spaces, Center for Student Access Office, libraries, and health and wellness facilities
will have a role in supporting this curriculum. In addition to the physical elements of IU that will
support this curriculum, other characteristics such as the philosophy of the institution and the
expertise of the facilitators must also be discussed.
The unique nature of this curriculum is such that it is independent of other curricula that
exist within the IU structure; however, it does closely align with the underlying values of
educational inclusion and equity of the institution. The staff and faculty that will be recruited to
deliver this curriculum will be a collection of individuals that are known for not only being

35
experts in their field but also possessing a commitment to the achievements of students with
disabilities and creating inclusive and equitable academic spaces.
Teacher/Trainers/Facilitator Characteristics
The staff, faculty and peer mentors who will serve as facilitators will represent a wide
range of identities and expertise but will also share some at least two characteristics, first and
foremost, the absolute belief that students with disabilities are essential components of the
greater IU community and that these students belong at IU. The faculty members that will be
recruited to facilitate the workshops are all experts in their field and identify as members of, or
allies of, the disability community. The Center for Student Access staff that will be supporting
the assistive technology and software based workshops are staunch believers in the supportive
role that technology has in the learning repertoire. The cultural center staff and peer mentors that
will facilitate the identity based workshops understand the importance of intersectionality and
identity development for this student population.
Existing Curricula/Programs
IU does not currently have any existing curricula into which this instruction must fit.
While there are micro-training workshops offered by Center for Student Access these existing
workshops do not cover the breadth or depth of content that this proposed curriculum does. The
curriculum will be taught with introduction to the content, modeling the behavior or activity and
then role playing or allowing all the students to interact with the content in their own way. In
terms of programmatic classification, this program will be promoted as a pre-orientation
program so it must fit within and be completed by the start of new student orientation so that the
participants are able to fully participate in this curriculum and all of the events associated with
IU’s new student programming.

36
Available Equipment and Technology
Technology will be leveraged to deliver a significant portion of this curriculum, in order
to make the content as accessible as possible to a wide range diverse learning needs. Each
classroom will have one computer or connection port for a laptop computer to project to the
participants, and only classrooms that are equipped with microphones will be utilized. If students
need assistive technology, these will be provided as well and students are welcome and
encouraged to bring their own laptops, however, this is not required. All facilitators and students
will access content via IU’s secure wireless network. The disability software system, AIM, will
be taught, as will IU’s online learning platform.
Classroom Facilities and Learning Climate
This curriculum is being designed specifically for IU; however, if it proves successful in
supporting the transition of IU’s students with disabilities into campus, there is hope that it will
be adopted by other institutions that are committed to the academic success of students with
disabilities. This curriculum is aligned with IU’s core values of accessibility, equity and
inclusion. IU is a community that has strong familial ties and genuinely wants to support one
another in the pursuit of their individual goals.
Description of the Learners
The learners of this curriculum will have some similarities and some differences (P. L.
Smith & Ragan, 2005). As such a UDL framework will be utilized to support maximum
integration of the content for this diverse set of learners. The UDL framework is designed to
optimize teaching and learning for all people (CAST, 2018) and it is based upon the science of
learning. Self-determination theory will also contribute to the theoretical underpinnings of this
curriculum, as the elements of autonomy, competence, and relatedness (Ryan & Deci, 2000)

37
align well the elements of ability, efficacy and prior knowledge (P. L. Smith & Ragan, 2005) that
are essential to the learner’s experience.
All learners will fall within a certain high aptitude and range, given that they all have
earned admission to IU, a highly competitive and selective institution. Additionally, these
learners will have self-identified as having some type of disability. They will most likely fall into
the 18–22-year-old age range given that this program will be offered to incoming first year
students. There may be one or two students that fall above or below this range, however,
historical data suggests that has a low probability. It is expected that this group will have
extensive prior knowledge with technology, as learners of this generation are known as
technological “natives” (Prensky, 2001). In a similar vein, it is expected that this group has some
prior knowledge of the nuances of their disability. It is anticipated that there will be a variety of
unstable differences (P. L. Smith & Ragan, 2005) in ability level, especially when considering
psychomotor skills, sensory perception, processing time, memory and more due to the fact that
all participants have a disability and the range of disabilities is incredibly vast. These and other
relevant issues are examined in the sections that follow.
Cognitive Characteristics
This curriculum is specifically designed for 1st-year college students with disabilities.
The disability identity encompasses a variety of differences including cognitive differences, such
as language development, reading level, cognitive processing styles and learning strategies
(P. L. Smith & Ragan, 2005). UDL principles are intentionally applied to the development and
implementation of this curriculum. The dynamic nature of these principles, such as Multiple
Means of Representation (MMR; CAST, 2018) which emphasizes the importance of varied
approaches in how material is presented to the learners, are essential when considering the

38
cognitive characteristics of the learners. MMR recognizes that learners differ greatly in the way
they perceive and comprehend information that is presented to them (CAST, 2018) and as such
curriculum should be designed to meet the specific and varied cognitive characteristics of the
learners.
General Aptitudes
It can be anticipated that while there are differences in the general aptitude of this group
of learners that they all fall within a relatively small range. This is because each one of these
learners has earned admission to IU, which has an admission rate of less than 13%. To be
admitted to IU, each of these learners had to demonstrate not just what they have done
previously, but also their ability to succeed at IU. How they approach their work may vary
greatly, however, the general aptitude of this population is similar to other 1st-year college
students attending IU.
Prior Knowledge
This curriculum is designed as a pre-orientation program for incoming 1st-year college
students. Given that the students will be from a variety of high schools across the country the
curriculum designer and facilitators are prepared for students to arrive with a wide range of prior
knowledge. Therefore, there is very little specific prior knowledge that these learners need to
have before they can participate and engage in the learning. Prior knowledge of accommodations
would be beneficial for the participants; it is not essential.
The premise of this program is that the learners will be provided with the knowledge and
experiences that will help them engage in future learning opportunities at IU. For example, one
of the training modules will introduce students to the software used by the Center for Student
Access office at IU. This module will provide information a first time user needs, including login

39
information, support and troubleshooting videos, and frequently used applications. This module
will help them navigate the software throughout their academic career at IU. In this case, prior
knowledge of the software is not necessary however, the learners may benefit from prior
experience in learning new software programs.
Another module will focus on the differences between the laws that support students with
disabilities in K12 and HE. Again, prior knowledge of the laws could be beneficial, but not not
essential. The facilitators are prepared to provide knowledge requirements. Furthermore, the
structural differences between support in K12 and HE vary so greatly that prior knowledge is not
required to transition from one system to another. In essence, this curriculum hopes to establish a
foundation of prior knowledge within these learners that supports their future learning
experiences at IU.
Physiological Characteristics
With the broad classification of students with disabilities as the fundamental requirement
for participation in this program the curriculum designer anticipates a great variation in the
physiological characteristics amongst the learners. For example, there may be students with
chronic health conditions or that take specific slow-release medications that may impact their
ability to participate in the live sessions depending on the time of day that they are presented. As
such, hybrid and remote participation options are available and, when appropriate, the learning
modules will be recorded and provided to learners asynchronously. For members of the learning
population with sensory issues, it is anticipated that the structure of this curriculum will prove
highly beneficial in their transition to IU. By being introduced to the skills, resources, and a
group of peers on a small scale prior to the traditional IU new student orientation, which includes
more than 3000 students will reduce stress on their sensory systems. This curriculum is designed

40
with a peer mentor component and special consideration to the age range of the learners will be
taken into account when hiring the peer mentors.
Motivation Characteristics
Motivation plays a key role in student’s learning experiences, particularly as it relates to
their values, emotions, and self-efficacy, therefore a self-determination theoretical framework
was adopted in the design of this curriculum. Self-determination theory states that learners have
three fundamental psychological needs: autonomy, competence, and relatedness (Ryan & Deci,
2000), which closely align and overlap with value, emotions, and self-efficacy. This curriculum
is broad enough to support students that have an array of values, beliefs and self-efficacy and
will support development of all these characteristics. Historically speaking, students with
disabilities have encountered stigma and other challenges in HE (De Los Santos et al., 2019;
NCLD, 2018) these experiences have, no doubt, impacted their individual motivation and beliefs.
Additionally, careful consideration was given to the timing of when this curriculum
would be delivered, and that is during a major life event: the transition from high school to HE.
This is an important consideration given that times of transition have a major impact on
motivation levels for individuals (Ruble, 1994). Finally, it is worth noting that although this
program is voluntary, potentially, some students will be participating at the behest of their legal
guardians, and that too could impact the value they see in the program, their motivation to
participate and their belief and their ability to succeed at IU.
Social Characteristics
Discussion of social characteristics of the learners is an essential component of not only
curricular design but to developing equitable and accessible learning environments (Jensen,
2014). For students with disabilities this is of particular importance given that the characteristics

41
of some diagnoses have a greater impact on their values and belief systems around relationships
and authorities than others. Given the intersectional nature of a disability identity, the
participants in this program represent a spectrum of genders, racial and ethnic identities,
socioeconomic strata, and some will be the first generation of their family to attend college. All
these elements of identity, combined with their lived experiences inside and outside of the
classroom will inform how they relate to one another, authority, and other role models as well as
their preferred method for engaging with the course material. For this reason, the UDL
framework of Multiple Means of Engagement (CAST, 2018) was foundational in the design of
the curriculum.
Implications of the Learning Environment and Learner Characteristics for Design
The prior sections of this work clearly outlined specific characteristics of the learners of
this curriculum. It has also been noted throughout this work that UDL principles and selfdetermination theory have framed the design of this curriculum to maximize learner engagement.
These principles are essential when developing a curriculum for a population as unique as this. A
variety of environments within IU will provide the learners with ample opportunity for
interactive and experiential learning, with campus community members. In addition to the
experiential learning, technological systems will play a central role in supporting the
achievement of the learning objectives. There will be specific web-based training modules,
students will have access to materials asynchronously, and a web-enabled classroom also exists,
as some students will also use assistive technology throughout this program. The learners will be
given maximum opportunity to take control of their learning through activities that support the
development of autonomy and confidence.

42
The Curriculum
The purpose of this curriculum is to help students with disabilities successfully transition
into HE at IU. This will be accomplished by having the learners demonstrate seven key steps
necessary to succeed in HE including knowing (a) the differences between the laws at the K12
and HE level; (b) developing self-advocacy skills, awareness, and ability to access campus
resources; (c) accessing campus resources (d) using software systems and assistive technologies;
(e) developing a holistic sense of self; (f) connecting with mentors and role models; and (g)
developing their executive functioning skills. As a result of this curriculum the learners will be
able to demonstrate skills and their ability to advocate for themselves. This chapter has two
primary components: curriculum analysis and lesson analysis. As a starting point, this curriculum
analysis begins with a cognitive task analysis of the main tasks that have been included as
learning goals.
Cognitive Task Analysis
Curriculum design began with a cognitive task analysis (CTA) to identify the best
strategies to help students with disabilities transition from K12 into HE. The CTA was
approached in a two-step process. The first, included a literature review through the
‘bootstrapping’ method (Clark et al., 2008) which helped to identify the learning goals that
would support students with disabilities in their transition to HE. The second phase of the CTA
included an interview with a subject matter expert to help identify and verify the tasks that are
needed to help students perform the learning goals or what P. L. Smith and Ragan (2005)
referred to as a processing analysis. The CTA revealed the following results:
● Objective: What is the goal of the task?

43
• The objective of the task is to teach students with disabilities how to
successfully transition into HE.
● Cue: How do you know when to start it?
• Prior to new student orientation
● Condition: What is the context in which the task is performed?
• College campus
● Standards: How fast do they have to do it? How accurately measured?
• The curriculum should be completed in 5 days with success being measured
by success in HE.
● Equipment: What supplies and materials does the task require?
• Existing materials although assistive technology may be required.
● Major Steps:The major steps that learners with disabilities would need to perform to
successfully transition into college are performed in sequence and are as follows
• Articulate the legal differences between accessing accommodations in high
school and HE.
• Self-advocate while discussing their disability within the campus community.
• Identify support resources.
• Use software such as disability related software and assistive technology.
• Investigate the intersectionality of their identity, including their disability.
• Identify and develop relationships with similar peer (mentors/role models).
• Develop executive functioning skills such as time management, organization,
self-care, and problem solving.

44
The major steps were then used to frame the literature review to identify the content for the
curriculum. These major steps also form the basis for the learning goals, course outcomes
analysis and terminal objectives.
Course Learning Goals
The major steps revealed by the CTA become the learning goals for the curriculum as the
major steps are listed as they generally are performed. The specific learning goals are essential to
the learning process as they provide a clear statement of what the learners should be capable of at
the end of instruction (P. L. Smith & Ragan, 2005). These learning goals may also include a
subset of goals related to specific lessons, units, or courses, however the most important element
is that they clearly identify what the learners are capable of at the conclusion of the teaching
period (P. L. Smith & Ragan, 2005), in other words, there must be clear evidence that learning
has taken place. To measure whether the learning goals have been met, often, learning goals are
written in what P. L. Smith and Ragan (2005) referred to as ‘observable and measurable’ terms.
This means, the goals are laid out in a manner that describes the proof that the learners have met
the stated goal.
Thus the learning goals are as follows:
1. In conversation with community members, students will articulate the essential legal
differences between accessing accommodations in high school and HE.
2. In conversation with community members, students will self-advocate while discussing
their disability.
3. Students will be able to identify campus resources that will support their own, or a
community member’s needs.

45
4. Students will be able to login to and navigate IU’s disability software system and
assistive technology programs.
5. In conversations with peers, students will be able to discuss the concept of
intersectionality and its role in identity development.
6. In conversation with community members, students will be able to articulate the benefits
of the peer mentor/role model relationship.
7. In their day-to-day life, students will demonstrate executive functioning skills.
Course Learning Outcomes
The following is a description of the learning outcomes associated with each of the
aforementioned learning goals. Learning outcomes have multiple roles in the curriculum design.
First, they support curriculum designers in analyzing their specific learning goals into
subsections that inform how to both teach and assess the learning goal (P. L. Smith & Ragan,
2005). Additionally, learning outcomes help differentiate the different types of tasks and
conditions required to support student learning. Learning outcomes can be divided into five
categories: declarative knowledge, intellectual skills, cognitive strategies, psychomotor skills,
and attitudes (Gagné, 1985 as cited in P. L. Smith & Ragan, 2005). This curriculum does not
include psychomotor skills as they are not relevant to the learning goals.
Each of these outcomes includes specific description of the declarative knowledge,
intellectual skills, cognitive strategies and attitudes that learners will need to demonstrate to
achieve the learning goals.
1. In conversation with community members, students will articulate the essential legal
differences between accessing accommodations in high school and HE.
• Declarative knowledge

46
• Know the differences between IDEA and section 504 of the ADA.
• Know the differences between accessing accommodations in high
school and HE.
• Intellectual skills
• Differentiating between accessing accommodations in HS and HE.
• Articulating the legal differences between accessing accommodations
in high school and HE.
• Cognitive strategies
• Monitor, watch, and guide one’s own progress in articulating legal
differences in accessing accommodations in HS and HE.
• Reflect on their rights and responsibilities prior to coming to campus.
• Attitudes
• Value articulating the differences.
• Be confident in articulating the differences.
2. In conversation with community members, students will self-advocate while
discussing their disability.
• Declarative knowledge
• Define the concept of self-advocacy.
• State the relationship between self-advocacy and their success in HE.
• Differentiate between types of self-advocacy skills.
• Intellectual skills
• Effectively articulate types of self-advocacy skills

47
• Develop a personal strategy to self-advocate using a system of
identifying allies, details of your diagnosis, and strategies that push
them beyond their comfort zone.
• Cognitive strategies
• Rehearse situations where you successfully engage self-advocacy
skills.
• Monitor, watch, and guide one’s own progress in self-advocacy.
• Attitudes
• Students will choose to advocate for themselves.
3. In conversations with community members, students will be able to identify support
resources.
• Declarative knowledge
• Students can list and describe campus resources.
• Intellectual skills
• Students will develop a plan to engage with support resources
• Cognitive skills
• Rehearse using campus resources.
• Reflect on the effectiveness of the resources.
• Make adjustments if needed.
• Attitudes
• Value the support of others.
• Value the role that resources play in supporting your success in HE.

48
4. Students will be able to login to and navigate through IU’s disability software system
and assistive technology platforms.
• Declarative knowledge
• Identify the different software systems.
• Describe what each software system does.
• Intellectual skills
• Know how to access support for navigating the software.
• Effectively articulate the differences between software systems.
• Cognitive skills
• Monitor, watch, and guide one’s own progress in use of the software
systems for effectiveness in supporting learning goals.
• Reflect on previous strategies that have supported successful software
integration.
• Attitudes
• Value the role of software and assistive technology in meeting HE
goals.
5. In conversations with peers, students will be able to discuss the concept of
intersectionality and its role in identity development.
• Declarative knowledge
• Define intersectionality.
• Define the importance of intersectionality in relation to identity
development.
• Intellectual skills

49
• Effectively articulate the differences between the different elements of
identity
• Articulate the concept of intersectionality as a framework for
supporting students with disabilities
• Cognitive skills
• Reflect on all of ways in which one identifies.
• Monitor, watch, and guide one’s own identity development.
• Imagine your identity fully actualized.
• Attitudes
• Value the uniqueness of the intersectionality of your identity
6. In conversation with community members, students will be able to articulate the
benefits of the peer mentor/role model relationship.
• Declarative knowledge
• Define the role of peer mentor
• Intellectual skills
• Effectively articulate the differences between peer mentor and friend
classification
• Identify and articulate strategies for decision making around who
would make a good peer mentor
• Cognitive skills
• Reflect on previous peer mentor/role model interactions.
• Design a strategy for approaching a potential peer mentor.

50
• Monitor, watch, and guide one’s own progress in participating in the
peer mentor relationship.
• Attitudes
• Value the role of a peer mentor relationship in the HE experience.
7. In their day-to-day life, students will demonstrate executive functioning skills.
• Declarative knowledge
• Define the concept executive functioning skills.
• Define specific executive functioning skills.
• Intellectual skills
• Articulate the differences between the different executive functioning
skills.
• Identify and articulate situations that call for each executive
functioning skill to be engaged.
• Use strategies to incorporate these specific executive functioning.
• Time management
• Decision making
• Developing routines
• Checklists
• Assistive technology
• Timers for activities
• Engage in peer mentoring.
• Cognitive skills
• Reflect on past instances that required executive functioning.

51
• Analyze current executive functioning skills.
• Monitor, watch, and guide one’s own progress in developing executive
functioning skills.
• Attitudes
• Value executive functioning skills within one’s day-to-day academic
life.
List of Terminal and Enabling Objectives
Gagné’s learning outcomes create continuity between the original major steps and
specific knowledge, skills, and attitudes that learners will develop. Learning objectives are
created by a three-part process (a) description of the terminal behavior or actions that will
demonstrate learning (b) description of the conditions of demonstration of the action c) a
description of the standard (Mager, 1962 as cited in P. L. Smith & Ragan, 2005). Each unit of
instruction has its own terminal behavior which clearly outlines what the learner must do to
demonstrate what they have learned (P. L. Smith & Ragan, 2005). The standards, or enabling
objectives, describe how well a learner must perform for it to be stated that they have met the
objective (P. L. Smith & Ragan, 2005). Listed below are the terminal and enabling objectives for
the college transition curriculum.
1. In conversation with community members, students will articulate the essential legal
differences between accessing accommodations in high school and HE per a checklist
for observable role play between the students.
• Declarative knowledge

52
• Given a list of K12 and HE laws pertaining to disabilities, students
will be able to differentiate between the two types of laws by
categorizing them in K12 and HE with 100% accuracy.
• Intellectual skills
• Differentiating between accessing accommodations in HS and HE.
• Articulating the legal differences between accessing accommodations
in high school and HE.
• Cognitive Strategies
• Monitor, watch, and guide one’s own progress in articulating legal
differences in accessing accommodations in HS and HE measured by
self report and observation..
• Reflect on their rights and responsibilities prior to coming to campus
measured by self report and observation.
• Attitudes
• Choose articulating the differences.
• Show confidence in articulating the differences by persisting.
2. In conversation with community members, students will be observed self-advocating
while discussing their disability using a checklist.
• Declarative knowledge
• When asked, students will be able to provide a definition of selfadvocacy that reflects the concept with 100% accuracy.
• Intellectual skills

53
• Students will be able to identify at least three situations which require
self-advocacy.
• Students will develop and articulate their own approach to selfadvocacy that incorporates at least three characteristics.
• Cognitive skills
• Students will reflect on their self-advocacy skills measured by self
report and observation.
• Students will assess their self-advocacy skills measured by self report
and observation.
• Students will adjust their self-advocacy skills measured by self report
and observation.
• Attitudes
• Students will choose the role of self-advocate.
• Students will feel confident in their role of self-advocate.
3. In conversations with community members, students will be able to identify support
resources.
• Declarative knowledge
• Given a campus map students will be able to locate campus resources
with 100% accuracy.
• Given a list of campus resources, students will be able to describe the
services provided by each resource with 100% accuracy.
• Intellectual skills

54
• Students will be able to use resources that will be most beneficial to
them measured by self report.
• Cognitive skills
• Reflect on their own ability to engage with campus resources
measured by self report and observation.
• Develop and use their own strategy for engaging with campus
resources measured by self report and observation.
• Attitudes
• Choose to use resources.
4. During a class session students will be able to login to and navigate through IU’s
disability software system, learning management system and assistive technology
programs with 100% accuracy.
• Declarative knowledge
• Given an in-class prompt, students will be able to login to IU’s
disability software program and locate their accommodation letter,
within 3 minutes.
• Given an in-class prompt, students will be able to login in and begin
using their assistive technology programs, within 3 minutes.
• Intellectual skills
• Navigate between the different systems as needed.
• Access technical support as needed.
• Cognitive skills

55
• Students will be able to select with 100% accuracy when it is
appropriate to use each software system.
• Attitudes
• Choose to use technology in their HE experience.
5. In conversations with peers, students will be able to discuss the concept of
intersectionality and its role in identity development measured by a rubric.
• Declarative knowledge
• When asked, students will be able to list the elements that contribute to
a person’s identity with 100% accuracy.
• Intellectual skills
• Articulate the differences between the elements of identity 100%
accurately.
• Cognitive skills
• Monitor, watch and guide one’s own identity development measured
by self-report or observation.
• Reflect on their progress measured by self-report or observation.
• Attitudes
• Choose to act within the intersectionality of their own identity.
6. In conversation with community members, students will be able to articulate the
benefits of the peer mentor/role model relationship.
• Declarative knowledge
• Given a quiz, students will be able to define the role of a peer
mentor/role model relationship with 100% accuracy. Intellectual skills

56
• Students will be able to articulate the benefits of the role of the peer
mentor relationship.
• Cognitive skills
• Students will monitor their own environment to identify potential peer
mentor/role models measured by observation or self-report.
• Students will monitor their own progress towards developing peer
mentor/role model relationships measured by self-report or
observation.
• Attitudes
• Choose to be peer mentors/role models in their lives
7. In their day-to-day life, students will demonstrate executive functioning skills
measured by observation or self-report.
• Declarative knowledge
• When asked students will define what executive functioning skills are,
with 100% accuracy.
• When asked, students will be able to identify specific examples of
executive functioning skills with 100% accuracy.
• Intellectual skills
• Identify the different executive functioning skills and use each
appropriately.
• Articulate the benefits of each executive function skill.
• Cognitive skills

57
• Assess their executive functioning skills measured by observation or
self-report.
• Reflect, monitor and guide changes they can make to their executive
functioning skills measured by observation or self-report.
• Attitudes
• Choose to use executive functioning skills in their HE experience.
Overview of the Units
In the development of the units for this curriculum much thought and consideration were
given to both the setting and the sequencing of the modules. For example, given that this
curriculum has theoretical underpinnings of self-determination theory (SDT) it is essential that
this curriculum begin with by developing relationships, or relatedness, and knowledge, or
competence, of their new living learning community. While it is recognized that in order to
access accommodations in HE it is imperative that students understand the legal differences
between the laws that support the accommodations process in high school and those that support
the process in HE, feeling related to their peers and confident in their surroundings will help
facilitate the in-class learning, which is why the curriculum begins with peer led activities rather
than a study of the law. This curriculum focuses primarily on the skill development necessary to
successfully transition into HE therefore many of the tasks will be presented over multiple units
to ensure that learners have ample opportunity to introduce, reinforce and master their learning.
Finally, the curriculum is organized in a manner that introduces students to the cadence and
rhythms of a typical college day. For example, the units broken up into shorter segments, that are
either 50 minutes or or 70 minutes, which are the length of a regular class. The course overview
can be found in Appendix A.

58
While the units will be presented independent of one another, there is natural overlap
between units and outcome goals. For example, while students are in the cultural spaces
exploring more about the intersectionality of identity, they will also be expanding their
awareness of campus resources and developing relationships with their peers. This curriculum
will be presented to incoming IU students with disabilities over the 5-day period immediately
preceding new student orientation. This seven-unit curriculum will consist of both 50-minute
sessions, and longer, 1-hour-and-20-minute sessions, to introduce learners to the in-class session
times at IU. The units will include foundational concept units as well as applied units for skill
development. All sessions are presented synchronously and in person. Based upon content
analysis and literature review, the units are outlined below. The order of the units are shown in
Table 2 and the curriculum delivery plan is shown in Table 3 The overview of the units can be
found in Appendix B. The lesson plan for one unit, Unit 7: Executive Functioning, can be found
in Appendix C.

Table 2
Legend Represents the Units Covered in Each Day of the Curriculum
Education and
the law
Terminal
Objective
1
Developing
self-advocacy
Terminal
Objective
2
Campus
resources
Terminal
Object 3
Software &
assistive
technology
Terminal
Objective 4
Identity
development:
!!!
Terminal
Objective 5
Peer
Mentorship
000
Terminal
Objective 6
Executive
functioning
Terminal
Objective 7
Sessions that
cover all
topics
###
Note. The colors in this table correspond with the activities presented in Table 3.
Table 3
Scope and Sequences of the Curriculum
Daily schedule Monday Tuesday Wednesday Thursday Friday
Session 1
9:00-9:50 a.m.
Move in to
residence hall
Educational laws
(introduction)
Educational laws
(decisions for
students)
Educational laws
(laws in action)
Educational laws
Session 2
10:30–11:50
a.m.
Move in to
residence hall
Executive
functioning (time
management)
Executive
functioning
(Organization)
Executive
functioning
(study strategies)
Executive
Functioning (visit
to CAS and
SMART Goal
setting)
59

Daily schedule Monday Tuesday Wednesday Thursday Friday
Session 3
12:00–1:30
Welcome luncheon:
learning
objectives all
units
###
Lunch hosted and
held at Center for
Black Student
Cultural Affairs
!!!
Lunch hosted and
held by the Office
of Religious Life
!!!
Lunch hosted and
held by LGBTQ+
Student Center
!!!
Lunch hosted and
held at the USC
First Gen+ Center
!!!
Session 4
2:00 p.m.–2:50
Peer mentor led
campus tour
000
Self-advocacy
(communication
styles)
Self-advocacy
(inviting others in)
Self-advocacy
(developing your
own language)
Self-advocacy
(working with
Center for
Student Access
counselor)
Session 5
3:30–4:20
Self-advocacy
(introduction
workshop)
Software systems
(Introduction to IU
software and
Disability
specific software)
Software systems
(classroom specific
software)
Software systems
(financial aid,
advising, and
more)
Accessing support
on campus and
developing your
own wellness
strategy
###
Session 6
5:00–5:50
Wellness
(yoga-as it is highly
adaptable for
ability levels)
Wellness
(the Tiger Center at
IU, introduction
to accessible
exercise)
Wellness
(the Towncenter at
IU, introduction
to other wellness
resources)
Wellness
(pool time or Tai
Chi)
Reflection session
###
Session 7
8:00 p.m. on
Peer mentor led
accessible movie
night 000
Peer mentor led
trivia night
000
Peer mentor led
karaoke night
000
Peer mentor led DJ
night
000
Program wrap party
###
Note. The colors in this table indicate the topics as presented in Table 2.
60

61
Delivery Media Selection
Media selection for any curriculum requires thoughtful consideration, however, even
more important than the media selected are the instructional methods used (Clark et al., 2009).
Given that this curriculum is designed to support students transitioning into HE, a variety of
interactive methods will be utilized to deliver the content within the college setting. This
curriculum demands a variety of interactive processes that take into consideration the cost,
accessibility, and authenticity of the experience for the learner. Different media will be selected
depending upon the specific learning goal for the unit.
General Instructional Platform Selection in Terms of Affordances
According to Clark et al. (2009), there are three elements that should inform the selection
of media for a curriculum from the perspective of the benefits of the media: access, consistency,
and cost. As such, this curriculum will be delivered to incoming college students with disabilities
in a blended format that includes in-person synchronous instruction in a formal classroom
setting, an online classroom with resources and asynchronous material, as well as experiential
learning in non-traditional settings such as cultural centers and gymnasiums on IU’s campus.
Outlined below is a description of media selection as it relates to access, consistency, and cost
for this curriculum.
Access
Access examines ideas such as who and where and how many learners. Ensuring that
students can access the learning material is important in any education setting. Although the
curriculum is being developed for IU as its original and primary client, the curriculum has the
potential to be used in other institutions of HE. As such, access is addressed both in this broader
sense and accessibility within the IU population of students with disabilities. Given that this
curriculum has been designed specifically for students with disabilities, access is of paramount

62
importance. Clark et al. (2009) states that media selection has a direct impact on accessibility of
the content for learners. This curriculum will be delivered to students over a span of 5 days with
in-person facilitators for each session. Throughout that time, learners will have traditional
classroom sessions as well as non-traditional sessions in various locations across campus so a
blended format of instruction will provide maximum access to content for the students. A UDL
(CAST, 2018) philosophy was utilized in the development of this curriculum and special
consideration was given to the varying sensory needs of the students. All materials that will be
provided to students will be compliant with screen reader specifications for student with low
vision; all instructors in both the traditional classroom setting and non-traditional settings will
have a microphone to amplify the sound; all videos will have closed captions and all sessions
that can be recorded will be to ensure that students have access to the material perpetuity.
Consistency
Consistency examines how important it is to have the same content and pedagogy
delivered to all the learners. This may apply in part or as a whole. It is important to note that
some content should be consistently delivered, but other content should be customized to the
learner. The second element of media that Clark et al. (2009) emphasized is consistency in the
delivery of the curriculum. The content must be delivered consistently to ensure that the learning
goals can be met. Essential to this is considering the cognitive abilities necessary to perform the
learning task and an analysis of the type of methodology needed for this population (Clark et al.,
2010). Given that the learners in this population all meet IU’s admission standards, it is inferred
that all participants have the cognitive abilities to meet the learning goals set forth. Strategies
have been implemented that ensure the content is delivered in a consistent manner a) utilizing
UDL principles inform the curriculum development b) providing session facilitators with

63
carefully constructed learning materials c) a robust training program for all session facilitators d)
the asynchronous delivery of materials provides the affordance of consistency in the blended
learning environment.
Cost
The final media consideration according to Clark et al. (2009) is cost. Cost is an
important consideration for any new programmatic initiative in HE, so it is comforting to know
that this curriculum can be implemented with a relatively low cost to IU. Given that the entire
curriculum will be delivered to IU students on IU’s campus there is little to no cost for media
such as classrooms, WIFI, computers, and access to the non-traditional learning spaces on
campus. One of the most costly elements of the program are those associated with the cost of
training and supporting the four peer mentors: they will each complete a 20-hour training course
and be paid $16.04/hour for that training total of $320.80 per mentor; they will earn a stipend of
$200/day throughout the 5 day program for a total of $1000.00 per mentor; their food and
housing cost will be $62.00/day throughout the 5 days of program for a total of $310.00 per
mentor. The total cost of the peer mentors will be roughly $6523.20. Additionally, IU will charge
the program $62.00 per day to feed and house the students, as part of a federated system this is
an internal cost. In its first iteration the program will support 24 students so the total cost of room
and board will be $7,440. The total cost of the program will be: $13963.20.
Specific Instructional Platform Selection in Terms of Restrictions
In addition to the affordance considerations for selecting media, Clark et al. (2009) also
introduce three areas in which the content restriction that must be considered when selecting
media to be utilized in the instructional process. Conceptual authenticity, immediate feedback,
and sensory requirements (Clark et al., 2009) all require special consideration as they have the

64
ability to restrict or inhibit learning if they are not considered in the delivery of the curriculum.
Conceptual authenticity essentially asks the question ‘does the curriculum provide the
conditional elements necessary for the learner to apply the new training?’ (Clark et al., 2009).
Immediate feedback is the second consideration in terms of restrictions. According to
Clark et al. (2009) a well designed curriculum must include a description of both when, and how
the learners will receive immediate and corrective feedback in those instances when it is deemed
necessary. For this to happen facilitators must be present to the instruction, be able to observe
and provide immediate feedback while the learners are engaging in the learning activities (Clark
et al., 2009). For more complex learning tasks, delayed feedback may be required to provide
learners with additional time to process content and solutions to problems.
Secondly, special sensory requirements must also be considered during learning
activities. Clark et al. (2009) defined sensory considerations as those that exceed visual and aural
information processing. The college campus is a sensory rich environment that exceeds verbal
and visual and includes tactile and even olfactory senses for making meaning out of the rich
sensory experiences of being a college student. So special consideration for sensory experiences
inside and outside of the classroom are essential.
Finally, conceptual authenticity is vital in this curriculum due to both the purpose of the
program and the environment that it is being taught. Given that this curriculum is designed to
help students with disabilities transition into HE, and it is taught in a HE setting immediately
prior to their transition, conceptual authenticity is centered in this curriculum. The learners will
have an opportunity to engage with the curriculum in the exact setting that they will be
navigating on their own. This curriculum intentionally reflects the authentic context of the
learner’s up-coming experience.

65
The curriculum is informed by social cognitive theory and, as such, there is an intentional
social element to both its design and implementation. All the units are led by either an expert
facilitator or a peer mentor. Learners are never left unattended during learning activities. Thus,
all learners can receive timely and relevant corrective feedback, if necessary, from the unit
leader. Sensory considerations are vital especially when working with a population of students
with disabilities that could represent a cross-section of sensory needs. Beyond the visual and
aural sensory considerations, this curriculum includes elements of role playing, which might
include gestures and body language, and movement. Skilled facilitators trained and supported by
UDL principles (CAST, 2018), will help facilitate these lessons with a variety of options in place
for learners with diverse sensory needs. Table 4 summarizes the key considerations of the
restrictions the content of the curriculum places on the delivery media.
Table 4
Key Considerations for Media Selection
Key consideration Media considerations
Conceptual authenticity Learners will benefit from working with peers navigate
campus.
Learners will benefit from navigating IU’s software
platforms synchronously.
Learners will be exposed to a variety of elements of identity
Immediate feedback Completing tasks in IU’s software systems will require
feedback from facilitators.
Interpersonal skills for self-advocacy will require immediate
feedback from both facilitators and peers in role playing
scenarios
Special sensory requirements Expert facilitators will support student’s sensory
requirements by developing a curriculum that is dynamic
and adaptable based upon the individual learner’s sensory
needs.

66
Client Preferences or Specific Conditions of the Learning Environment
Consideration of the client was an important factor in the media selection for this
curriculum, although it was not the only factor. IU, as the sponsor of this curriculum, has not
required any specific media. In fact, the recommendation has been that the program delivery
should be in the best interest of the incoming students with disabilities. Thus, for this curriculum,
the client represents a population of college students that heretofore had not been prioritized to
any significant degree by IU which is what inspired this work and influenced the types of media
selected for this curriculum. However, a portion of the media selected, for example the online
software systems, were selected because knowledge of them is essential to success at IU. In that
instance the client wasn’t considered in the selection of the media, although the client was
heavily considered in the delivery methods selected. To maximize learner engagement, the UDL
principle of multiple means of engagement (CAST, 2018) provides an opportunity for clients to
engage with the curriculum in a variety of ways. For example, the self-advocacy role play can be
done in person synchronously in class, synchronously via zoom, or recorded in video format and
submitted for feedback asynchronously. This illustrates how clients can engage their preference
for some of the curriculum. Given that the intent of the curriculum is to help students with
disabilities transition into HE, in some instances their preferences are not afforded consideration.
Specific Media Choices
Based on the considerations above, the media choices for the curriculum are outlined in
Table 5. Table 5 also shows the purpose and benefits of the media choices. As evidenced by the
table, different media offer potentially different support for the instructional process.

67
Table 5
Media Choices in the College Transition Program for Students with Disabilities
Media Purpose Benefits
In-person instructors To facilitate knowledge of the
specific skills necessary to
successfully navigate IU
To model and provide
examples of learning
To provide immediate
feedback
To develop a sense of
connection amongst the
students and the university
Experts in their field
Aware of IU
No additional cost to IU
Consistency in curriculum
delivery
Peer mentors To demonstrate and role
model success at IU
Model self-advocacy skills.
Provide immediate feedback.
Social connection
Validation of the learner’s
disability identity
Feedback from an authentic
audience
IU software systems Introduce students to all of
the software platforms used
at IU.
Students need this knowledge.
No cost
Can be learned with facilitator
and peer support
General Instructional Methods Approach
In the curriculum development process, a variety of theories were considered. However,
after much reflection and research, the final consensus was that SDT (Ryan & Deci, 2000), social
cognitive theory (Bandura, 1999; Schunk & DiBenedetto, 2020), and critical disability theory
(Horkheimer, 1937, as cited in Hosking, 2008) would provide the theoretical framing for this
curriculum. These theories are outlined in this section as well as a brief description of the
application for learning in the units. These theories were selected based upon the specific skills

68
the research has indicated as vital for this population, the environment that the curriculum will be
taught and, the historical inequities in the institution of HE.
Self-Determination Theory
Self-determination theory is a motivation theory that discusses how cultural and social
factors can support or undermine student success (Ryan & Deci, 2000). It identifies autonomy,
relatedness and competence as essential elements in prolonged student engagement and
motivation (Deci & Ryan, 2000). For example, the Education and the Law units of this
curriculum are designed to build off of the students' prior knowledge (Clark et al., 2008), by
asking students to contribute generative knowledge to the instruction (P. L. Smith & Ragan,
2005) based upon their knowledge and experience of accessing accommodations in the K12
setting. By having the students build off of their prior knowledge with the supplantive
knowledge provided by the facilitator (P. L. Smith & Ragan, 2005) they will increase their
competence in this area. Additionally, the presence and leadership from the peer mentors will
provide students with similar models that can help build and reinforce competence and
relatedness. Finally, the research emphasized the importance of self-advocacy skills, which
inherently have an element of autonomy to them, thereby reinforcing the importance of SDT as a
theoretical foundation for this work.
Social Cognitive Theory
Social cognitive theory (SCT) was introduced by Albert Bandura in 1986. This theory
states that learning takes place through the bi-directional triadic reciprocity of the learner, their
environment, and their behavior (Bandura, 1999). This curriculum was designed to support
students with disabilities (learner), transition (behavior) into HE (environment). Additionally, the
design of this curriculum supports development of the student’s self-efficacy and promotes

69
awareness of the value of the tasks necessary to succeed in HE. SCT’s emphasis on self-efficacy,
or a learner’s belief in their ability to perform the behaviors that will produce their desired
outcomes (Bandura, 1999) make SCT a natural choice for this work. Furthermore, this
curriculum provides ample opportunities for students to receive strong guidance from the
facilitators in an authentic learning environment, such as learning IU’s software platforms and
developing their self-advocacy skills which aligns with Clark et al.’s (2008) guidelines for
guided experiential learning.
Critical Disability Theory
Any program designed to support students with disabilities would be incomplete without
the inclusion of critical disability theory (Horkheimer, 1937, as cited in Hosking 2008).
Historically, the institution of HE has oppressed and marginalized students with disabilities.
Despite increasing enrollment for this population, over the past few decades, students with
disabilities continue to encounter more barriers and lower graduation rates than their nondisabled peers. CDT is a social theory based upon three tenets: (a) disability is a social construct,
not the inevitable consequence of impairment, (b) disability is best characterized as a complex
interrelationship between impairment, individual response to impairment, and the social
environment, and (c) the social disadvantage experienced by disabled people is caused by the
physical, institutional and attitudinal environment which fails to meet the needs of people who
do not match the social expectation of “normalcy” (Hosking, 2008). Critical pedagogy (Freire,
1970/2014) examines power structures in educational settings and challenges the structures that
oppress and alienate students and thus aligns well with CDT as a theoretical foundation for this
curriculum. Specifically, the units dedicated to understanding the legal framework supporting

70
students with disabilities in HE and the units dedicated to identity development are buttressed by
the ideologies presented in CDT.
Implementation Plan
Essential to the development of this curriculum is the implementation plan, that is, the
detailed approach to the sequencing and organization of how the units are organized and will be
presented to the learners. Special attention is given to both the structural and integration models
of curricular implementation and their articulation to other theoretical frameworks that inform
this program. For the purpose of the implementation plan, the focus is on the influence of SDT,
social cognitive theory (SCT) and their influence on the structure and integration for this
curriculum.
From a structural approach this curriculum is organized according to a concept-related
structure. Concept-related structures, according to P. L. Smith and Ragan (2005) presented the
most macro level concepts first and proceed in descending order from there. Therefore, this
curriculum begins with units designed to develop the social and related aspects necessary to the
successful transition into HE. Both SDT (Ryan & Deci, 2000) and SCT (Bandura, 1999) frames
highlight the importance of connection or relatedness to persistence and goal attainment, in this
case, successfully completing this program. Another important aspect of this implementation
plan is the integration of the material into a variety of different modalities (P. L. Smith & Ragan,
2005). As such, the implementation of this curriculum includes integrated experiences that are
experience centered, student centered and social function centered. Given the immersive nature
of the college experience where students live, learn, work and socialize in the same environment,
an integrated implementation plan will be most beneficial to the learners.

71
P. L. Smith and Ragan (2005) stated that implementation is a process that is designed to
support the integration of new content. They identified six specific stages of the implementation
process: awareness, interest, evaluation, trial, adoption, and integration. This curriculum will be
implemented in a manner with P. L. Smith and Ragan’s structure. Throughout the curriculum
both formative and summative evaluations will be collected from the student participants, peer
mentors, as well as the faculty and staff facilitating each section of the curriculum and used to
inform revisions to the program following each implementation.
Evaluation Plan
This curriculum is designed to support students with disabilities to transition into HE.
Through a 5-day immersive program, students with disabilities will be introduced to the
knowledge and skills necessary to succeed in college. At the conclusion of this program students
will be able to demonstrate a variety of skills, such as how to navigate institutional software,
advocate for themselves and access campus resources. Additionally, students will demonstrate
knowledge of the laws that impact them as students with disabilities in HE.
Evaluation Framework
Evaluation is a key component of any new initiative. Effective programs lead to behavior
changes or what J. D. Kirkpatrick and Kirkpatrick (2016) referred to as the transfer of learning to
behavior. In this case, an evaluation framework is being designed to measure the effectiveness of
a 5-day pre-orientation program for students with disabilities to transition into college. The
effectiveness of this program will be beneficial to multiple campus stakeholders. The students
that complete the program will, of course, benefit, but so will the institution. Given that students
with disabilities are less likely to graduate than their non-disabled peers, programs that support
their persistence result in higher retention rates for the institution which also increases revenue

72
for the university. By utilizing Kirkpatrick and Kirkpatrick’s (2016) new world model, which
designs evaluation by working backwards from Level 4, results, to Level 3, behavior, to Level 2,
learning, and finally to Level 1, reaction, the evaluation is then implemented from Level 1, in
ascending order through to Level 4. The new world model emphasizes results from the very
beginning of the training which automatically shifts the efforts and focus of the training to what
is most important (J. D. Kirkpatrick & Kirkpatrick, 2016). This is in contrast to the old model in
which evaluation was planned after the original implementation. In the old model both planning,
and implementation happened from Level 1 to Level 4.
Level 4: Results and Leading Indicators
J. D. Kirkpatrick and Kirkpatrick (2016) defined Level 4, as the outcome or the results of
the program, more specifically, it is the reason that the curriculum was developed. An essential
element of Level 4 is recognition by key stakeholders of the overall value or contributions of the
program to the entity (J. D. Kirkpatrick & Kirkpatrick, 2016). This recognition takes place in
terms of measurable or observable indicators that are both external or public facing and internal
(J. D. Kirkpatrick & Kirkpatrick, 2016). Leading indicators are short-term measurable indicators
that connect the critical behaviors with the training outcomes (J. D. Kirkpatrick & Kirkpatrick,
2016). This curriculum has been developed to support the academic success of students with
disabilities by equipping them with the essential skills they need to be successful prior to the start
of their 1st year. Table 6 outlines the external and internal outcomes associated with the
transitions plan for students with disabilities.

73
Table 6
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
Increase in IU’s reputation
for supporting students
with disabilities.
Ranking and/or number of
positive recognitions
Data collected by UI’s
communication department
about:
Recognition from the
Association for Higher
Education and Disability for
Meritorious Contributions to
the population,
Improvement in IU’s ranking
in the College Consensus’
Best Colleges for Students
with Disabilities,
Recognition from WASC
Senior College and
University Commission for
Promoting Engagement and
Promoting the Exchange of
Ideas.
Increased applications from
students with disabilities
Number of applications
received
Data collected from UI
admissions
Internal outcomes
Increased student persistence
towards graduation
Number of students who
complete courses each
semester
Registration records from IU’s
office of the registrar will be
utilized to track degree
progress and graduation for
this population.
Increased student selfdetermination and
confidence for their first
semester at college
Surveys with Likert type
items and interviews
Students will be asked to
complete surveys and
interviews following
completion of the program
and throughout the first
semester of college.

74
Outcome Metrics Methods
Increase in the number of
students with disabilities
that attend IU
Number of enrolled students
with disabilities
Data collected
Data from IU’s admission
department will be analyzed
for this information and
compared to prior classes.
Increase in students with
disabilities use of campus
resources and support
Number of sign-ins at
campus resource programs
Data collected from each
campus resource
Level 3: Behavior
Level 3 behavior, as introduced by J. D. Kirkpatrick and Kirkpatrick (2016) is arguably
the most important level because it focuses on the transfer of behavior from the training
environment to the working environment. Kirkpatrick and Kirkpatrick’s Level 3 is congruent
with what educational psychologists define as transfer of learning (Day & Goldstone, 2012) and
what researchers in the realm of behavioral change explore (Cook et al., 2012). The transfer of
learning perspective is central to a student’s ability to not only transfer their knowledge from
inside the classroom to the real world but also to transfer knowledge between domains (Day &
Goldstone, 2012). Similarly, researchers studying behavioral change are interested in behavioral
changes that take place in and between natural educational environments (Cook et al., 2012).
Given that the purpose of training and/or education is to influence and change behavior, Level 3
is of paramount importance for this curriculum. Level 3 as it relates to this curriculum is
interested in how well the students that complete the 5-day pre-orientation program implement
the knowledge, skills and attitudes that were taught, into their daily lives after the program has
ended.

75
Critical Behaviors Required to Perform the Course Outcomes
The success of Level 3 relies on the critical behaviors that individuals are able to carry
out following training. Critical behaviors are, according to J. D. Kirkpatrick and Kirkpatrick
(2016), have a variety of distinguishing characteristics. To begin, these are behaviors that are
specific, measurable, observable, and explainable. That is, someone who is watching can identify
and describe what behaviors are taking place (J. D. Kirkpatrick & Kirkpatrick, 2016). Another
important characteristic of a critical behavior is that it is performed reliably; effective critical
behaviors are those that demand total compliance (J. D. Kirkpatrick & Kirkpatrick, 2016). In
essence, critical behaviors are the behaviors that the learners must demonstrate that the learning
objectives have been achieved. For the results of this curriculum to be achieved, that is the
successful transition of students with disabilities into higher education, the following critical
behaviors must be demonstrated: (a) articulate the legal differences between accessing
accommodations in high school and HE; (b) self-advocate while discussing their disability within
the campus community; (c) identify support resources; (d) use software such as disability related
software and assistive technology; (e) investigate the intersectionality of their identity, including
their disability; (f) identify and develop relationships with peer mentors and role models (g)
develop executive functioning skills such as time management, organization, self-care, and
problem solving. Table 7 outlines the critical behaviors, metrics, methods and timing for
evaluation for students with disabilities transitioning into HE.

76
Table 7
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metrics Methods Timing
1. Articulate
accurately the legal
differences between
accessing
accommodations in
high school and HE
whenever needed to
access
accommodations.
Number of
observations when
accessing
accommodations.
Staff reports to
managers following
interactions with
students.
Weekly staff meeting
with manager.
2. Self-advocate
accurately each
time when
discussing their
disability within the
campus
community.
Number of times
students selfadvocate.
Observation by
facilitators, staff,
peers, and student
self-reports
Collected by program
staff.
Monthly at program
meeting with
participants.
3. In all conversations
with community
members, students
will be able to
identify support
resources.
Number of times
students accurately
identify support
resources.
Observation by
facilitators, staff,
peers, and student
self-reports
Collected by program
staff.
Monthly at program
meeting with
participants.
4. Students will be
able to login to and
navigate IU’s
disability software
system and
assistive
technology
programs whenever
needed.
Successful logins and
system tasks
completed or
accessing learning
aids and technical
support.
Data collected from
the software
systems and
program staff.
Monthly software
system reports.
5. In conversations
with peers, students
will be able to
discuss the concept
of intersectionality
and its role in
identity
development.
Number of times
students discuss the
concept of
intersectionality.
Observation by
facilitators, staff,
peers, and student
self-reports.
Monthly at program
meeting with
participants.

77
Critical behavior Metrics Methods Timing
6. In conversation
with community
members, students
will be able to
articulate the
benefits of the peer
mentor/role model
relationship.
Number of times
students articulate
the benefits of the
peer mentor/role
model relationship.
Observation by
facilitators, staff,
peers, and student
self reports.
Monthly at program
meeting with
participants.
7. In their day-to-day
life, students will
demonstrate
executive
functioning skills
Number of times
students
demonstrate
executive
functioning skills.
Observation by
facilitators, staff,
peers, and student
self reports.
Monthly at program
meeting with
participants.
Note. The critical behaviors are numbered to correspond with Table 8
Required Drivers
A vital component of J. D. Kirkpatrick and Kirkpatrick’s (2015) Level 3 are the required
drivers. Required drivers are the elements that reinforce, monitor, encourage and reward the
performance of the critical behaviors in the post training environment (J. D. Kirkpatrick &
Kirkpatrick, 2015). These are components such as pay-for performance, job aids, and recognition
(J. D. Kirkpatrick & Kirkpatrick, 2015). Drivers, help ensure that learners maintain interest and
persist towards the outcome goals. If well implemented, required drivers contribute to greater
likelihood of post training application of the critical behaviors. For this curriculum a variety of
required drivers will be utilized: (a) a website to preserve learning aids and resources, (b)
demonstrations by peer mentors, faculty and staff, (c) feedback from facilitators and peers, (d)
recognition at ongoing monthly meetings, and (e) the opportunity to earn a role as a peer mentor
in the next iteration of the program. Required drivers for this curriculum are outlined in Table 8.

78
Table 8
Required Drivers to Support Critical Behaviors for Students with Disabilities Transitioning into
Higher Education
Method Timing Critical behaviors supported
Reinforcing
Individual academic coaching
by IU academic coaches
Throughout the program and
throughout the academic year
1, 2, 3, 4, 7
Online learning resources and
aids available to all
participants and facilitators
Throughout the program and
throughout the academic year
at the monthly meeting
1, 2, 3, 4, 5, 6, 7
Role playing by student
participants of the specific
skills
Throughout the program 2, 3, 4, 5, 6, 7
Encouraging
Peer mentor feedback Throughout the program and
throughout the academic year
1, 2, 3, 4, 5, 6, 7
Faculty and feedback Throughout the program 1, 2, 3, 4, 5, 7
Staff feedback Throughout the program and
throughout the academic year
at the monthly meeting
1, 2, 3, 4, 5, 6, 7
Peer to peer feedback Throughout the program and
throughout the academic year
1, 2, 3, 4, 5, 6, 7
Rewarding
Students will receive a
certificate of program
completion
At the conclusion of the
program
1, 2, 3, 4, 5, 6, 7
Students will have the
opportunity to serve as peer
mentors in future years for
the program
At the end of their 1st year at IU 1, 2, 3, 4, 5, 6, 7
Students will receive
recognition for ongoing skill
development
Monthly at the program
meetings
1, 2, 3, 4, 5, 6, 7
Monitoring
Students will monitor their
progress through the online
website
Throughout the program and
throughout the academic year
1, 2, 3, 4, 5, 7

79
Method Timing Critical behaviors supported
Academic coaches will monitor
and track student progress
Throughout the program and
weekly throughout the
academic year
1, 2, 3, 4, 7
Program staff will monitor
student progress through data
analysis of online systems
Throughout the program and
monthly throughout the
academic year
1, 2, 3, 4, 5, 7
Organizational Support
It has been clearly established that critical drivers are essential for training initiatives to
be a success, however, alone they are insufficient for sustained behavior change. To facilitate
lasting behavioral change, critical drivers must be implemented as part of a comprehensive
package that includes institutional support (J. D. Kirkpatrick & Kirkpatrick, 2016). Institutional
support includes access to resources, time devoted to training, preparation and ongoing
monitoring and access to resources such as financial support and data. In the case of this
curriculum institutional support will need to include: program marketing, financial resources to
hire and train the staff, access to IU’s facilities, access to technology support for IU’s software
and assistive technologies, time devoted to program planning, monitoring and data analysis.
Level 2: Learning
According to J. D. Kirkpatrick and Kirkpatrick (2016) learning is the acquisition of five
distinct elements: (a) knowledge, (b) skills, (c) attitudes, (d) confidence, (e) and commitment, at
the completion of training. They go on to say that purposeful and deliberate evaluation of these
five elements is essential (J. D. Kirkpatrick & Kirkpatrick, 2016). This perspective parallels
P. L. Smith and Ragan’s (2005) definition of learning as: the behaviors students should be able to
demonstrate at the conclusion of their training. In the context of this curriculum, learning will be

80
demonstrated by the successful achievement of the terminal objectives that support students with
disabilities successfully transitioning into HE.
Terminal Learning Objectives
After completion of this 5-day immersive curriculum the students will know and be able
to perform the following behaviors in support of the aforementioned critical behaviors:
1. Given a list of K12 and HE laws pertaining to disabilities, students will be able to
differentiate between the two types of laws by categorizing them in K12 and HE with
100% accuracy.
2. When asked, students will be able to provide a definition of self-advocacy that
reflects the concept with 100% accuracy.
3. Given a campus map students will be able to locate campus resources with 100%
accuracy. Given a list of campus resources, students will be able to describe the
services provided by each resource with 100% accuracy.
4. Given an in-class prompt, students will be able to login to IU’s disability software
program and locate their accommodation letter, within 3 minutes. Given an in-class
prompt, students will be able to login in and begin using their assistive technology
programs, within 3 minutes.
5. When asked, students will be able to list the elements that contribute to a person’s
identity with 100% accuracy.
6. Given a quiz, students will be able to define the role of a peer mentor/role model
relationship with 100% accuracy.

81
7. When asked students will define what executive functioning skills are, with 100%
accuracy. When asked, students will be able to identify specific examples of
executive functioning skills with 100% accuracy.
Components of Learning Evaluation
Identifying the components of Kirkpatrick and Kirkpatrick’s (2016) Level 2 evaluation
requires intentional thought and consideration. The evaluation components that were identified
include a combination of elements that will be implemented within the session where the content
is being taught, outside of the session as well as some that will be implemented at incremental
points in time following the conclusion of the program. Table 9 outlines the evaluation of the
components of learning for the program.

82
Table 9
Evaluation of the Components of Learning for the Program.
Methods or activities Timing
Declarative knowledge: “I know it.”
Checks on learning During class sessions
Students complete worksheets related to course
content.
During class session
Intellectual /procedural Skills “I can do it right now.”
Applying skills using scenarios During class sessions
Students will participate in self-advocacy role play
scenarios.
During class sessions
Students complete online modules in IU’s software
programs and assistive technologies.
During class sessions
Students will identify and explain campus resources. During and outside of class sessions
Students will identify new skills they can perform. At the conclusion of the program
Attitude: “I believe this is worthwhile.”
Class discussions During the class sessions
Participants will complete a survey on their attitude
towards of the program.
At the conclusion of the program
Students will reflect on their rights and
responsibilities as a student with a disability.
Prior to the start of the program and at the
conclusion of the program
Students will reflect on their own intersectional
identity and how it impacts them as they move
through the world.
During and outside of class sessions
Confidence: “I think I can do it on the job.”
During skill practice During the class sessions
Students demonstrate self-advocacy. During the class sessions
Students engage executive functioning skills. During and outside of the class sessions
Commitment: “I will do it on the job.”
Class discussions During class sessions
Program coordinator will conduct follow-ups with
students.
At monthly program meeting
Academic coaches will track progress on skill
implementation.
Weekly in Academic Coaching meetings
Students will choose to be peer mentors. Six months after the program
Students will complete SMART goals. During class sessions

83
Level 1: Reaction
J. D. Kirkpatrick and Kirkpatrick (2016) defined Level 1 as the reactions learners have to
the training. Specific characteristics of Level 1 reaction, such as how engaging and relevant
learners find the tasks, are important elements of Level 1 activities (Kirkpatrick and Kirkpatrick,
2016) which can be assessed through both formative and summative evaluation methods.
Formative evaluations, such as observations and pulse checks, can quickly garner feedback on
elements such as the physical setting of the training, comfort and distractions for learners, and
the content of the curriculum (J. D. Kirkpatrick & Kirkpatrick, 2016) and provide instructors
with valuable information on adjustments that can be made to maximize participant engagement
before proceeding to the next unit. Summative evaluations such as a post training survey, are the
most popular, and since they can be quite time consuming, special attention must be devoted to
ensuring that only the most important elements are asked about (J. D. Kirkpatrick & Kirkpatrick,
2016). This curriculum will use a variety of both formative and summative assessments to
capture the engagement, relevance and satisfaction level of the students that are participating in
the program, and they are outlined in Table 10, Components to Measure Reactions to the
Program.

84
Table 10
Components to Measure Reactions to the Program.
Method or tool Timing
Engagement
Observe learner’s engagement throughout the
units, this will be conducted by peer mentors
and unit facilitators.
Throughout the 5 day curriculum
Program view usage data of online resources At the conclusion of the program and at the
monthly program meetings
Relevance
Ask students if what they are learning is relevant
to their transition into HE.
Throughout the 5 day curriculum
Ask students about their skill and confidence
levels in multiple domains.
Prior to and immediately following the
program
Survey students if what they learned during their
pre-orientation is relevant to their semester.
At the mid point of the first semester
Customer Satisfaction
Survey students to collect their overall
satisfaction with the program.
At the conclusion of the program
Peer mentors will observe students. Daily throughout the program
Evaluation Tools
The ability to capture credible and relevant data is essential for program evaluation.
According to J. D. Kirkpatrick and Kirkpatrick (2016) the application of psychological
measurement principles to survey items is essential. These measures “correctly focuses the
content, maximizes response rates, engages respondents, and generates meaningful, interpretable
results” (J. D. Kirkpatrick & Kirkpatrick, 2016, p. 76). Another strategy provided by
J. D. Kirkpatrick and Kirkpatrick (2016) is that evaluation tools be developed from the
perspective of the learner rather than from the perspective of the trainer or facilitator, this
facilitates learners sharing their personal experiences of the training. Finally, Kirkpatrick and

85
Kirkpatrick recommended the development of blended evaluations. Blended evaluation tools
evaluate multiple levels from multiple perspectives in a single instrument, this helps maintain
focus on the most important elements of the learner’s experience (J. D. Kirkpatrick &
Kirkpatrick, 2016). In order to evaluate the experiences of students with disabilities that are
participating in this 5-day immersive program various evaluation methods will be utilized at
various times, prior to the start of the course, throughout, and following the conclusion of the
program.
Immediately Following the Program Implementation
At the conclusion of the program a summative evaluation will be distributed to
participants along with a post-test that aligns with the pre-test administered at the start of the
program. The summative evaluation will be in the form of a survey designed to evaluate Level 1
and Level 2 outcomes. The survey will consist of 4-point Likert-scale questions and open-ended
questions. Likert-scale questions were selected to ensure that each response option only has one
reasonable meaning thus making the responses interpretable (J. D. Kirkpatrick & Kirkpatrick,
2016) and quantitative data accessible. The open-ended questions were included and designed to
ensure that respondents have the opportunity to share their experiences in an unstructured way;
the open-ended questions will provide qualitative data. This survey can be found in the Appendix
D, items 1 and 2.
Delayed for a Period After the Program Implementation
After the program has concluded and a month has passed another evaluation tool will be
administered to evaluate Level 1, 2, 3 and 4 (Kirkpatrick & Kirkpatrick, 2005). It is essential that
this evaluation takes place after time has passed to ensure that students have an opportunity to
employ the knowledge, skills and strategies introduced in the program in their day-to-day lives.

86
Similar to the previous survey distributed to program participants, this blended survey one
consists of both Likert-scale and open-ended questions. This survey can be found in the
Appendix E, items 3 and 4.
Data Analysis and Reporting
Just as evaluation happens throughout the process of the program, so too does the
presentation of the program data. Data reporting that happens at meaningful intervals goes a long
way in demonstrating the value of the program to stakeholders (J. D. Kirkpatrick & Kirkpatrick,
2016). When developing reports, it is essential to be clear and direct from an evidence based
approach rather than a lengthy description of process and methodology. A balanced approach
between both qualitative and quantitative data is best (J. D. Kirkpatrick & Kirkpatrick, 2016).
With these factors in mind, key data points from this curriculum are presented in visual form in
Figures 1 and 2. These visuals are demonstrative only of how the data could be presented and are
based upon fictitious data. As the program continues adjustments to both evaluation and
presentation structures will take place. Figure 1, represents the student’s response when asked if
the transition program offered by IU influenced their decision to enroll at the institution. Figure
2, represents student testimonials collected from the open-ended responses in the evaluations.
Figure 3, represents the frequency that students responded that they engage in the essential skills
that were taught and reinforced throughout the program.

87
Figure 1
Sample Data Representing the Impact of the Program on Student’s Decision Making

88
Figure 2
Sample Data Representing Student Testimonials Collected from Evaluation Tools

89
Figure 3
Sample Data Representing the Frequency That Students Engage the Skills Taught in the
Program
Conclusion
This is an important time in history for HE as the profile of the college student is growing
more and more diverse each year. Contributing to the diversity of the college population is the
number of students with disabilities that are choosing to pursue a college education.
Unfortunately, although more students with disabilities are choosing to attend college, they are
still encountering more barriers than their non-disabled classmates. This proposed curriculum has
been developed to address this problem.
This comprehensive curriculum has been developed from the theoretical perspectives of
SDT, SCT, and critical disability. Additional attention and thought has been devoted to the cost

90
of implementation for both broad application and up-scaling as demand increases. With clearly
defined learning outcomes and evaluation strategies this is a straightforward and meaningful way
that institutions of HE can implement support to the growing number of students with disabilities
on their campuses.

91
References
Agarwal, N., Calvo, B., & Kumar, V. (2014). Paving the road to success: A students with
disabilities organization in a university setting. College Student Journal, 48(1), 34–44.
Ali, R. (2011). Transition of students with disabilities to postsecondary education: A guide for
high school educators. U.S. Department of Education.
https://www2.ed.gov/about/offices/list/ocr/transitionguide.html
Americans with Disabilities Act, Section 504, 1990, U.S.C § (1990).
Asselin, S. B. (2014). Learning and assistive technologies for college transition. Journal of
Vocational Rehabilitation, 40(3), 223–230. https://doi.org/10.3233/JVR-140687
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social
Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839X.00024
Beale, A. V. (2005). Preparing students with learning disabilities for postsecondary education:
Their rights and responsibilities. Techniques Making Education and Career Connections,
80(3), 24–27.
BESHONSSE. (2019, August 26). Beyoncé - The Formation World Tour DOCUMENTARY
(Behind The Scenes) [Video]. YouTube.
https://www.youtube.com/watch?v=XpvRlysVYFs
Bryan, M., Cooney, D., & Elliot, B. (2019, November 8). Beginning postsecondary students’
study 12/17 (BPS:12/17): Data File Documentation. National Center for Education
Statistics (NCES) Home Page, a part of the U.S. Department of Education.
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020522
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

92
Center for Intersectional Justice. (2018). What is intersectionality.
https://www.intersectionaljustice.org/what-is-intersectionality
Centers for Disease Control and Prevention. (2020). ADHD throughout the years.
https://www.cdc.gov/ncbddd/adhd/timeline.html
Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectionality studies:
Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4),
785–810.
Clark, R. E., Feldon, D., Van Merrienboer, J. J. G., Yates, K., & Early, S. (2008). Cognitive task
analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer, & M. P. Driscoll
(Eds.). Handbook of research on educational communications and technology (3rd ed.,
pp. 577–593). Lawrence Erlbaum Associates.
Clark, R. E., & Yates, K. (2009). Design document for a learning to learn course. Center for
Cognitive Technology, University of Southern California.
Cohen, C. (2019). good news, bad news on graduation rates. National School Board
Association. https://www.nsba.org/ASBJ/2019/April/Graduation-Rates-StudentsDisabilities
Connor, D. J. (2012). Helping students with disabilities transition to college: 21 tips for students
with LD and/or ADD/ADHD. Teaching Exceptional Children, 44(5), 16–25.
https://doi.org/10.1177/004005991204400502
Cook, C. R., Mayer, G. R., Wright, D. B., Kraemer, B., Wallace, M. D., Dart, E., Collins, T., &
Restori, A. (2012). Exploring the link among behavior intervention plans, treatment
integrity, and student outcomes under natural educational conditions. The Journal of
Special Education, 46(1), 3–16.

93
Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings
and theories of transfer of learning. Educational Psychologist, 47(3), 153–176.
Delarosa, J., Elias, J., & Hager Sharp. (2022, April 26). A Majority of College Students with
Disabilities Do Not Inform School, New NCES Data Show. Press release - A majority of
college students with disabilities do not inform school, new NCES Data Show - april 26,
2022. https://nces.ed.gov/whatsnew/press_releases/4_26_2022.asp
De Los Santos, S. B., Kupczynski, L., & Mundy, M.-A. (2019). Determining academic success
in students with disabilities in higher education. International Journal of Higher
Education, 8(2), 16–38. https://doi.org/10.5430/ijhe.v8n2p16
Dembo, M. H., & Seli, H. (2016). Motivation and learning strategies for college success: A
focus on self-regulated learning (5th ed.). Routledge.
https://doi.org/10.4324/9781315724775
Dictado, P. (2021, January 31). 10 ways to organize your digital files [Video]. YouTube.
https://www.youtube.com/watch?v=jGEmX1YRodc
DuPaul, G.J., Dahlstrom-Hakki, I., Gormley, M.J., Fu, Q., Pinho, T.D. and Banerjee, M. (2017),
College Students With ADHD and LD: Effects of Support Services on Academic
Performance. Learning Disabilities Research & Practice, 32: 246-
256. https://doi.org/10.1111/ldrp.12143
Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school
to higher education. American Secondary Education, 33(3), 6–20.
Evans, N. J., Broido, E. M., Brown, K. R., & Wilke, A. K. (2017). Disability in higher
education: A social justice approach. John Wiley & Sons.

94
Eveleth, A., Sinclair, J., Brown, L., Kapp, S., Vivian, A., Davis, S. A., & Gross, Z. (2012).
Navigating college: A handbook on self advocacy (1st ed.). Autism Now, the National
Autism Resource Center. https://autisticadvocacy.org/wpcontent/uploads/2014/01/NavcollFinal.pdf
Family Education Rights to Privacy Act, 20 U.S.C. § 1232g (1974).
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–
developmental inquiry. American Psychologist, 34(10), 906.
Freire, P. (2014). Pedagogy of the oppressed (Ramos trans.; 30th anniv. ed.). Bloomsbury.
(Original work published in 1970).
Gagné, R. M. (1966). The learning of principles. In H. J. Klausmeier & C. W. Harris (Eds.),
Analyses of concept learning (pp. 81–95). Academic Press.
Grigal, M., Madaus, J., Dukes, L., III, & Hart, D. (2018). Navigating the transition from high
school to college for students with disabilities (1st ed). Routledge.
https://doi.org/10.4324/9781315677767
Halpern, D. F. (1996). Thought and knowledge: Introduction to critical thinking (3rd. ed.).
Lawrence Erlbaum Associates.
Harley, D. A., Nowak, T. M., Gassaway, L. J., & Savage, T. A. (2002). Lesbian, gay, bisexual,
and transgender college students with disabilities: A look at multiple cultural minorities.
Psychology in the Schools, 39(5), 525–538.
Hernández-Saca, D. I., Gutmann Kahn, L., & Cannon, M. A. (2018). Intersectionality dis/ability
Research: How dis/ability research in education engages intersectionality to uncover the

95
multidimensional construction of dis/abled experiences. Review of Research in
Education, 42(1), 286–311. https://doi.org/10.3102/0091732X18762439
Hosking, D. (2008, September 2–4). Critical disability theory [Paper presentation]. 4th Biennial
Disability Studies Conference, Lancaster University, UK.
https://doi.org/https://www.lancaster.ac.uk/fass/events/disabilityconference_archive/2008
/papers/hosking2008.pdf
Howfinity. (2021, September 15). How to create and use labels in Gmail [Video]. YouTube.
https://www.youtube.com/watch?v=i6FMSvqgWPM
Individuals with Disabilities Education Act U.S.C. § 114-95 (2004).
https://sites.ed.gov/idea/about-idea/
Ingersoll, I. (2016). College success for students with disabilities: A guide to finding and using
resources, with real-world stories. McFarland & Company.
Jensen, B. (2014). Framing sociocultural interactions to design equitable learning environments.
International Society of the Learning Sciences.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2005). Evaluating training programs: The four levels
(3rd ed.). Berrett-Koehler Publishers.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2015). An introduction to the new world Kirkpatrick
model. Kirkpatrick Partners.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
Association for Talent Development.
Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational
psychology and what they mean in practice. Routledge.

96
Kortschak Center for Learning and Creativity. (2011a). Back to School Packing Tips.
https://kortschakcenter.usc.edu/wp-content/uploads/2021/09/Back-to-SChool-PackingTips.pdf
Kortschak Center for Learning and Creativity. (2011b). Classroom strategies handouts.
https://kortschakcenter.usc.edu/reading-handouts/
Kortschak Center for Learning and Creativity. (2011c). Creating a routine [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/wpcontent/uploads/2021/09/Creating-Your-Best-Routine.pdf
Kortschak Center for Learning and Creativity. (2011d). Estimating time accurately [online
image]. Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/time-managementhandouts/
Kortschak Center for Learning and Creativity. (2011e). How to take control of your email inbox.
[online image]. Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/wpcontent/uploads/2022/01/KCLC_How-to-take-control-of-your-inbox.pdf
Kortschak Center for Learning and Creativity. (2011f). Note taking [online image]. Retrieved
May 25, 2023, from https://kortschakcenter.usc.edu/wp-content/uploads/2022/05/NoteTaking-Strategies-for-Students.pdf
Kortschak Center for Learning and Creativity. (2011g). Pomodoro technique [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/tools-resources/
Kortschak Center for Learning and Creativity. (2021). Reading techniques [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/wpcontent/uploads/2021/09/How-to-Read.pdf

97
Kortschak Center for Learning and Creativity. (2011h). Semester calendar [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/semester-calendarshandouts/
Kortschak Center for Learning and Creativity. (2022). Syllabus Analysis [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/wpcontent/uploads/2022/05/Syllabus-Analysis-Sheet.pdf
Kortschak Center for Learning and Creativity. (2011i). Time management quadrants [online
image]. Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/productivityhandouts/
Kortschak Center for Learning and Creativity. (2011j). Weekly calendar [online image].
Retrieved May 25, 2023, from https://kortschakcenter.usc.edu/tools-resources/
Kruger, S. (2021, September 8). 3 digital skills that ease learning (and life) for students with
ADHD. ADDitude. https://www.additudemag.com/digital-skills-learning-productivitystudents-adhd/
Langberg, J. M., Epstein, J. N., Urbanowicz, C. M., Simon, J. O., & Graham, A. J. (2008).
Efficacy of an organization skills intervention to improve the academic functioning of
students with attention-deficit/hyperactivity disorder. School Psychology Quarterly,
23(3), 407.
Lock, R. H. (2001). Succeeding in postsecondary ed through self-advocacy. Teaching
Exceptional Children, 34(2), 66–71.
Meeks, L. M., Jain, N., & Laird, E. P. (2021). Equal access for students with disabilities: The
guide for health science and professional education. Springer.

98
Merriam, S., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation
(4th ed.). Jossey-Bass.
National Center for Learning Disabilities. (2017, March 1). Life with LD: Navigating the
transition to college. https://www.ncld.org/news/policy-and-advocacy/life-with-ldnavigating-the-transition-to-college/
National Center for Learning Disabilities. (2018). Forward together – NCLD.
https://www.ncld.org/wp-content/uploads/2019/05/Forward-Together_NCLD-report.pdf
National Center for Students with Disabilities. (2022). Educational technology goals: How to set
and achieve them. https://www.ncsdonline.org/educational-technology/educationaltechnology-goals/technologies
National Center on Safe and Supportive Learning Environments. (2023). Higher education.
Nonformal learning. (2022, December 4). In Wikipedia.
https://en.wikipedia.org/wiki/Nonformal_learning
Office of the Surgeon General. (2021, December 27). U.S. Surgeon General issues advisory on
youth mental health crisis further exposed by covid-19 pandemic [Press release].
https://www.hhs.gov/about/news/2021/12/07/us-surgeon-general-issues-advisory-onyouth-mental-health-crisis-further-exposed-by-covid-19-pandemic.html
Organisation for Economic Cooperation and Development. (2023, January 2). In Wikipedia.
https://en.wikipedia.org/wiki/OEC1D
Postsecondary National Policy Institute - pnpi.org. Students with Disabilities in Higher
Education CENSUS OVERVIEW. (2023, November 1). https://pnpi.org/wpcontent/uploads/2023/11/StudentswithDisabilities-Nov-2023.pdf

99
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?
On the Horizon, 9(6), 1–6.
Ruble, D. N. (1994). A phase model of transitions: Cognitive and motivational consequences. In
M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 26, pp. 163–214).
Academic Press. https://doi.org/10.1016/S0065-2601(08)60154-9
Rue, P. (2018). Make way, millennials, here comes Gen Z. About Campus: Enriching the Student
Learning Experience, 23(3), 5–12. https://doi.org/10.1177/1086482218804251
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
https://doi.org/10.1037/0003-066X.55.1.68
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, Article 101832.
Seli, H., & Dembo, M. H. (2020). Motivation and learning strategies for college success: A
focus on self regulated learning. Routledge.
Shaewitz, D., & Crandall, J. (2020, October 20). Higher education’s challenge: Disability
inclusion on campus. Higher Education Today.
https://www.higheredtoday.org/2020/10/19/higher-educations-challenge-disabilityinclusion-campus/
Sicherer. (2020). College for students with learning disabilities: A school counselor’s guide to
fostering success. Routledge.
Smith, D. G. (2020). Diversity's promise for higher education: Making it work. Johns Hopkins
University Press.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). John Wiley & Sons.

100
Smith, S. G., English, R., & Vasek, D. (2002). Student and parent involvement in the transition
process for college freshmen with learning disabilities. College Student Journal, 36(4),
491–503.
Stanford University Learning Commons. (2021, October 6). Organization strategies for students.
Stanford University. https://teachingcommons.stanford.edu/news/organization-strategiesstudents
Stodden, R., Whelley, T., Chang, C., & Harding, T. (2001). Current status of educational support
provision to students with disabilities in postsecondary education. Journal of Vocational
Rehabilitation, 16(JVR127), 1–10.
U.S. Department of Education Office of Civil Rights. (2020). Protecting students with
disabilities. https://www2.ed.gov/about/offices/list/ocr/504faq.html
U.S. Department of Homeland Security. (2023). Study in the states.
https://studyinthestates.dhs.gov/students/get-started/kindergarten-to-grade-12-students
Vogel, M. (2021, March 19). Support for students with disabilities as they head to college.
Edutopia. https://www.edutopia.org/article/support-students-disabilities-they-headcollege/
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation.
Contemporary educational psychology, 25(1), 68–81.

101
Appendix A: Course Overview
The purpose of this course is to help students with disabilities successfully transition into
higher education (HE). As a result of this course the learners will be able to demonstrate a
variety of skills and advocate for themselves. In order to accomplish this, a seven-unit
curriculum has been developed. These seven units address (a) the differences between the laws at
the K12 and HE level; (b) developing self-advocacy skills, awareness, and ability to access
campus resources; (c) accessing campus resources; (d) using software systems and assistive
technologies; (e) developing a holistic sense of self; (f) connecting with mentors and role
models; and (g) developing their executive functioning skills.
This curriculum will be delivered to students over the course of the 5 days immediately
preceding new student orientation. The course will leverage all of the resources that IU has to
offer including, state-of-the-art classrooms, online learning management systems, cultural
centers and co-curricular spaces. This program is designed for any 1st-year IU student that
identifies as having a disability. It is anticipated that the participants will represent a wide range
of disabilities as well as various demographic categories as well.
This curriculum was constructed with Universal Design for Learning principles so the
implementation will limit the number of accommodations that students need, however, each unit
facilitator is committed to developing an inclusive learning environment which holds space for
formal accommodations. To maximize participation the course will be delivered synchronously,
in person, with a hybrid participation option, should an accommodation need to be made.
The course overview will take place at a formal welcome luncheon immediately
following the students moving to campus. In addition to an in depth summative assessment at the
conclusion of the course, a post-test will be administered to assess overall skill and confidence

102
development as the result of completing the program. Table A1 shows the learning activities for
the course overview which is visually shown as Table A2.
Table A1
Learning Activities for the Course Overview
Instructional
sequence
Time
(in min.)
Description of the
learning activity
Instructor action
(supplantive)
Learner action
(generative)
Gain
attention
10 Welcome and
introduction of
the course
facilitators
including names
and pronouns.
Course facilitators
will introduce
themselves and
their role within
the course.
Peer mentors will
introduce
themselves and
list which
students are in
their respective
groups.
Ask learners to
actively listen to
the introduction.
Course goal 5 Provide an
introduction to
the program and
have learners
become aware of
their peer mentor
groups.
Present the overall
course goal and
the peer mentor
groups.
Ask learners to
listen to the
course goals and
ask questions.
Ask learners to
confirm that they
are able to
identify their
peer mentor
groups.
Reasons for
the course
10 The course has
been designed to
address the
historic
inequities that
students with
disabilities
experience in
The instructor will
go over the
reason for the
course, and
provide
examples from
each of the units.
Instructor discusses
the importance of
Ask learners to
reflect on their
current
knowledge,
comfort and
skills in relation
to each of the
units.

103
Instructional
sequence
Time
(in min.)
Description of the
learning activity
Instructor action
(supplantive)
Learner action
(generative)
college and
university.
Benefits: learners
will be
introduced to the
resources and
skills necessary
to succeed in HE
Risks that you
avoid are
struggles that
many 1st year
students
encounter,
because they
don’t know how
to navigate
campus.
goal setting and
success in HE:
Introduces the
SMART criteria
of goal setting:
Specific
Measurable
Action oriented
Realistic
Time-bound
Ask learners to
discuss the units
with their peer
group.
Ask learners to
share with the
group.
Ask learners to set
a SMART goal
for the fall 2023
semester.
Course
overview
15 Introduce all seven
units of the
curriculum.
Table A2
Preview the overall
learning
activities for the
course, such as
learning new
ideas and terms,
watching
demonstrations,
and having
opportunities to
practice and
receive feedback.
Preview the
learning
outcomes from
the course, new
conceptual
knowledge, skill
and confidence
development.
Review the course
overview visual
(figure 1A), and
the learning
management
system where
resources and
learning aids will
be maintained.
Review peer
mentor groups.
Ask learners to
Review the
course overview
visual; identify
their peer mentor
groups and ask
any clarifying or
follow up
questions.

104
Instructional
sequence
Time
(in min.)
Description of the
learning activity
Instructor action
(supplantive)
Learner action
(generative)
Introduce the
summative
assessment
which will
consist of two
surveys, one is
the post-test
survey that aligns
with the pre-test
survey assessing
skills and
confidence; the
other will be an
in depth survey
seeking feedback
on each of the
individual units
and will also
provide
opportunity for
open-ended
feedback.
Total Time 40

Table A2
Visual Overview of the Units
Daily schedule Monday Tuesday Wednesday Thursday Friday
Session 1
9:00–9:50 a.m.
Move in to
residence Hall
Educational laws
(introduction)
Educational laws
(decisions for
students)
Educational laws
(laws in action)
Educational laws
Session 2
10:30–11:50
a.m.
Move in to
residence Hall
Executive
functioning (time
management)
Executive
functioning
(organization)
Executive
functioning
(study strategies)
Executive
functioning (visit
to CAS and
SMART Goal
setting)
Session 3
12:00–1:30
Welcome luncheon:
learning
objectives all
units
###
Lunch hosted and
held at Center for
Black Student
Cultural Affairs
!!!
Lunch hosted and
held by the Office
of Religious Life
!!!
Lunch hosted and
held by LGBTQ+
Student Center
!!!
Lunch hosted and
held at the USC
First Gen+ Center
!!!
Session 4
2:00 p.m.–2:50
Peer Mentor led
campus tour
000
Self-advocacy
(communication
styles)
Self-advocacy
(inviting others in)
Self-advocacy
(developing your
own language)
Self-advocacy
(working with
Center for
Student Access
counselor)
Session 5
3:30–4:20
Self-advocacy
(introduction
workshop)
Software systems
(Introduction to IU
software and
Disability
specific software)
Software systems
(classroom specific
software)
Software systems
(financial aid,
advising, and
more)
Accessing support
on campus and
developing your
own wellness
strategy
10
5

###
Session 6
5:00–5:50
Wellness
(yoga-as it is highly
adaptable for
ability levels)
Wellness
(the Tiger Center at
IU, introduction
to accessible
exercise)
Wellness
(the Town Center at
IU, introduction
to other wellness
resources)
Wellness
(pool time or Tai
Chi)
Reflection session
###
Session 7
8:00 p.m. on
Peer Mentor led
accessible movie
night 000
Peer mentor led
trivia night
000
Peer Mentor led
karaoke night
000
Peer Mentor led DJ
night
000
Program wrap party
###
Note. The colors in this table indicate the topics as presented in Table 2
10
6

107
Appendix B: Lesson Overviews
This section contains the lesson overviews of the entire seven-unit, 5-day curriculum. The
overview contains the terminal objectives, the prerequisite knowledge or enabling objectives,
and the overview of the learning activities. The summative assessment for each unit of
instruction is also described.
Unit 1: Education and the Law
Given the vast differences in the legal structures that support accessing accommodations
in the K 12 setting and the higher education setting, this unit will serve as an introduction to the
legal landscape of being a student with a disability. This synchronous in-person unit will be
taught to the learners in a formal classroom setting with use of PowerPoint slides projected on a
large screen. The slides will be made available for students that may need to use assistive
technology such as a screen reader. A recording of this unit will be available to all learners
following the unit via the learning management system.
Terminal Learning Objective
The terminal learning objective for this unit is: in conversation with community
members, students will articulate the essential legal differences between accessing
accommodations in K12 and higher education per a checklist.
Enabling Objectives
● Given a list of K12 and HE laws pertaining to disabilities, students will be able to
differentiate between the two types of laws by categorizing them in K12 and HE with
100% accuracy.
● Differentiate between accessing accommodations in HS and HE.

108
● Articulate the legal differences between accessing accommodations in high school
and HE.
● Monitor, watch, and guide one’s own progress in articulating legal differences in
accessing accommodations in HS and HE measured by self-report and observation.
● Reflect on their rights and responsibilities prior to coming to campus measured by
self-report and observation.
● Show confidence in articulating the differences by persisting.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the history of disability law in the United States.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of the laws that pertain to K12 education and those that pertain to higher
education.
● Provide whole task practice and feedback through the use of case studies.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems by posing questions relating to rights of people with
disabilities outside of the context of education.
● Teach metacognitive strategies and provide opportunities to practice them.
Summative Assessment
This unit’s summative assessment students will articulate the essential legal differences
between accessing accommodations in K12 and higher education per a checklist.

109
Unit 2: Developing Self-Advocacy Skills
It is essential that students with disabilities develop self-advocacy skills to help them
navigate the complexities and challenges of the various academic, professional and social
environments that exist on a college campus. This synchronous in-person unit will be taught and
modeled to the learners in a variety of settings. The formal classroom setting will introduce the
topic through use of PowerPoint slides projected on a large screen, and the support of the peer
mentors. Additionally, this unit will model self-advocacy in other campus locations such as
campus cultural centers.
Terminal Learning Objective
The terminal learning objective for this unit is: in conversation with community
members, students will be observed self-advocating while discussing their disability using a
checklist.
Enabling Objectives
● Provide a definition of self-advocacy that reflects the concept with 100% accuracy.
● Identify at least three situations which require self-advocacy.
● Develop and articulate their own approach to self-advocacy that incorporates at least
three characteristics.
● Reflect on their self-advocacy skills measured by self-report and observation.
● Assess their self-advocacy skills measured by self-report and observation.
● Adjust their self-advocacy skills measured by self-report and observation.
● Choose the role of self-advocate.
● Feel confident in their role of self-advocate.

110
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the definition of self-advocacy.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of self-advocacy skills.
● Provide opportunities for learners to generate their own examples and nonexamples of
self-advocacy.
● Model the procedure for students to identify situations that require self-advocacy as well
as develop and articulate their own approach to self-advocacy.
● Provide practice and feedback for developing and articulating self-advocacy skills.
● Provide whole task practice and feedback on self-advocacy.
● Provide opportunities to transfer knowledge and skills of this unit from the classroom to
other campus, community, and life settings.
● Teach metacognitive strategies and provide opportunities to practice them.
Summative Assessment
Students will demonstrate a checklist of self-advocacy skills in a role play scenario and
articulate when to engage them.
Unit 3: Campus Resources
Campus resources are an essential component of the college experience, as such unit
three of this curriculum is dedicated to the exploration of campus resources. This synchronous
in-person unit will take place at a variety of settings across IU’s campus. Additionally, campus
resources will be incorporated into other relevant units.

111
Terminal Learning Objective
The terminal learning objective for this unit is: in conversation with community members
students will be able to identify support resources.
Enabling Learning Objective
● Given a campus map be able to locate campus resources with 100% accuracy.
● Given a list of campus resources describe the services provided by each resource with
100% accuracy.
● Use resources that will be most beneficial to them measured by self-report.
● Reflect on their own ability to engage with campus resources measured by self-report
and observation.
● Develop and use their own strategy for engaging with campus resources measured by
self-report and observation.
● Choose to use resources.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of IU’s campus resources.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of IU’s campus resources.
● Provide opportunities for learners to generate their own examples and nonexamples
of IU’s campus resources.
● Model the procedure for accessing the needed campus resources.
● Provide practice and feedback for accessing the needed campus resources.
● Provide whole task practice and feedback. The use of role play scenarios.

112
● Provide opportunities to transfer knowledge and skills of this unit to resources that
exist outside of IU’s campus.
● Teach metacognitive strategies and provide opportunities for students to reflect on
which campus resources they are most likely to use and think about how to access
them.
Summative Assessment
Students will identify campus resources and articulate a plan for accessing them.
Unit 4: Software and Assistive Technology
Technology plays a central role in the lives of college student’s today and, as such, Unit 4
is dedicated to the study of IU’s software platforms and assistive technology. This synchronous
in-person unit will be taught to the learners in a formal classroom setting with use of PowerPoint
slides, training videos, and software simulation. A recording of this unit, along with learning aids
will be available to all learners following the unit via the learning management system.
Terminal Learning Objective
During a class session students will be able to login to and navigate through IU’s
disability software system, learning management system, and assistive technology programs with
100% accuracy.
Enabling Objectives
● Given an in-class prompt, students will be able to login to IU’s disability software
program and locate their accommodation letter, within 3 minutes.
● Given an in-class prompt, students will be able to login in and begin using their
assistive technology programs, within 3 minutes.
● Navigate between the different systems as needed.

113
● Access technical support as needed.
● Students will be able to select with 100% accuracy when it is appropriate to use each
software system.
● Choose to use technology in their HE experience.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of learning management systems and assistive technology.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of IU’s software systems and assistive technology.
● Provide opportunities for learners to generate their own examples and nonexamples to
navigate IU’s disability software system, learning management system, and assistive
technology.
● Model the procedure for navigating between the software systems and accessing
technical support.
● Provide practice and feedback for navigating between the software systems and
accessing technical support.
● Provide whole task practice and feedback through the use of prompts within each
system.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts by
discussing other software systems that impact the student’s lives.
● Teach metacognitive strategies and provide opportunities to practice them.

114
Summative Assessment
Students will complete a series of steps within each software system and articulate
why and how to navigate each system.
Unit 5: Identity Development
College is a time of identity growth and development. For students with
disabilities, identity development can be even more complex as they work to navigate their
disability identity alongside other factors of identity such as race, ethnicity, sexual orientation,
sexual identity, spirituality and socioeconomic status. Therefore, Unit 5 was developed
specifically to promote opportunities for students with disabilities to explore the intersections of
their individual identities. This synchronous in-person unit will be presented in various
community and cultural spaces devoted to elements of identity across IU’s campus. While this
unit is presented synchronously, it is anticipated that students will spend time asynchronously
reflecting on their own intersectionality.
Terminal Learning Objective
In conversations with peers, students will be able to discuss the concept of
intersectionality and its role in identity development measured by a rubric.
Enabling Objectives
● Be able to list the elements that contribute to a person’s identity with 100% accuracy
using a checklist.
● Articulate the differences between the elements of identity with 100% accuracy.
● Monitor, watch and guide one’s own identity development measured by self-report or
observation.
● Reflect on their progress measured by self-report or observation.

115
● Choose to act within the intersectionality of their own identity.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the concept of intersectionality.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of intersectional identities.
● Provide opportunities for learners to generate their own examples and nonexamples
of intersectionality based upon multi-factors of identity.
● Model discussions on intersectionality identity through peer mentors and a selection
of videos.
● Provide practice and feedback for discussing intersectionality.
● Provide whole task practice and feedback through the use of role play scenarios with
characters discussing their own intersectionality.
● Provide opportunities to transfer knowledge and skills of this unit to imagine how
their own intersectional identities are influenced and experienced in other settings.
● Teach metacognitive strategies and provide opportunities to reflect on their own
intersectionality.
Summative Assessment
Students will articulate the importance of an intersectional identity including the most
salient features.
Unit 6: Peer Mentorship
Peer mentors can provide powerful role modeling and support for students with
disabilities on a college campus. The dynamic nature of a peer mentor relationship requires

116
specific and intentional training for both the mentor and the mentee. Unit 6 is focused on the
essential elements and benefits of the peer mentor/role model relationship. This synchronous inperson unit will be presented in multiple ways. There will be both formal, in class discussion of
the topic, and less formal role modeling of the peer mentor/role model in a variety of social, and
wellness oriented settings as well.
Terminal Learning Objective
When prompted, students will be able to define the role of a peer mentor relationship
with 100% accuracy.
Enabling Learning Objectives
● Articulate the benefits of the role of the peer mentor relationship.
● Monitor their own environment to identify potential peer mentor/role models
measured by observation or self-report.
● Monitor their own progress towards developing peer mentor/role model relationships
measured by self-report or observation.
● Choose to be peer mentors/role models in their lives.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of the presence of peer mentors/role models in their lives.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of peer mentors.
● Provide opportunities for learners to generate their own examples and nonexamples
of ideal traits for a peer mentor.
● Model the procedure for navigating the peer mentor-mentee relationship.

117
● Provide practice and feedback for navigating the dynamics of a peer mentor
relationship.
● Provide whole task practice and feedback through the use of case studies to address
challenging situations that might arise in a peer mentor-mentee relationship.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts by
discussing how different or the same peer mentoring might look in a community or
work environment.
● Teach metacognitive strategies and provide opportunities to reflect on the role of peer
mentors in their own life.
Summative Assessment
Students will articulate the role of the peer mentor relationship for students with
disabilities on a college campus.
Unit 7: Executive Functioning
Executive functioning skills are indispensable for college students with disabilities. The
ability to organize and manage one’s schedule, studying, and personal responsibilities is a
struggle for most college students, for this reason Unit 7 is dedicated to the study and practice of
executive functioning skills. This synchronous in-person unit will be taught to the learners in a
formal classroom setting with use of power point slides and academic coaches. A recording of
this unit will be available to all learners following the unit via the learning management system
to reference throughout the unit and subsequent semester.
Terminal Learning Objective
In their day-to-day life, students will demonstrate executive functioning skills measured
by observation or self-report.

118
Enabling Learning Objectives
• Define what executive functioning skills are, with 100% accuracy.
• Identify specific examples of executive functioning skills with 100% accuracy.
• Identify the different executive functioning skills and use each appropriately.
• Articulate the benefits of each executive function skill.
• Assess their executive functioning skills measured by observation or self-report.
• Reflect, monitor and guide changes they can make to their executive functioning
skills measured by observation or self-report.
• Choose to use executive functioning skills in their HE experience.
Learning Activities
● After introductions and attention activities and learning objectives, assess prior
knowledge of executive functioning.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of executive functioning.
● Provide opportunities for learners to generate their own examples and nonexamples
of executive functioning skills and when to engage them.
● Model specific executive functioning skills.
● Provide practice and feedback on specific executive functioning skills.
● Provide whole task practice and feedback through the use of a semester planning
activity facilitated by academic coaches and peer mentors.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts by
discussing how executive functioning skills transfer into other areas of their life.

119
● Teach metacognitive strategies and provide opportunities to reflect on their own
executive functioning skill development.
Summative Assessment
Students will be prompted to demonstrate executive functioning skills for a variety of
tasks related to their college experience.

120
Appendix C: Lesson Activities, Design, and Materials
This appendix sets forth the instructional details for one unit in the curriculum. The
appendix includes the learning objectives, summative assessment, instructional strategies,
specific learning activities, and materials for a selected unit. This unit demonstrates how the
remaining units in the curriculum will be similarly developed.
Unit 7: Executive Functioning
This section contains the lesson activities, design, and materials for Unit 7: Executive
Functioning. Executive functioning is one of seven units taught in the 5-day curriculum
supporting students in the transition from high school into HE. Developing executive functioning
skills can support student success in HE, which is why it is an essential unit in this curriculum. In
addition to the lesson activities, design and materials, the summative assessment, and learning
table are also included below.
Learning Objectives
The terminal learning objective is: In their day-to-day life, students will demonstrate
executive functioning skills measured by observation or self-report.
The enabling learning objectives are:
• Declarative knowledge
• When asked students will define what executive functioning skills are, with
100% accuracy.
• When asked, students will be able to identify specific examples of executive
functioning skills with 100% accuracy.
• Intellectual skills
• Identify the different executive functioning skills and use each appropriately.

121
• Articulate the benefits of each executive function skill.
• Cognitive skills
• Assess their executive functioning skills measured by observation or selfreport.
• Reflect, monitor and guide changes they can make to their executive
functioning skills measured by observation or self-report.
• Attitudes
• Choose to use executive functioning skills in their HE experience.
Summative Assessment
The summative assessment for this unit will include a demonstration of a variety of
executive functioning skills focused on time management. Specifically, students will be assessed
on the completion of a variety of calendars, their ability to create a routine and estimate time
accurately. To begin, students will be assessed on the completion of a semester that outlines the
most important deadlines, commitments and responsibilities of the semester as well as a weekly
calendar that outlines their day-to-day schedule. Finally, students will be assessed on the routines
they create and their ability to estimate time accurately.
Instructional Strategies
The instructional strategies for this unit have been carefully designed with consideration
of the learner, the learning context, and the tasks. Additionally, to reduce the cognitive load of
the learners and maximize their potential for learning (Sweller, 1988) this unit on executive
functioning, has been broken down into three separate lessons. These lessons are time
management, organization strategies, and academic skills. Each lesson will be presented
synchronously in a 50-minute time period.

122
Given that mastery of executive functioning requires both a cognitive awareness and skill
acquisition it is necessary to engage in both generative and supplantive instructional strategies.
Supplantive strategies are necessary to gain the learner’s attention and increase their motivation
for the task (P. L. Smith & Ragan, 2005). The supplantive strategies will be utilized in the
introduction of the skills. Generative strategies are essential for practicing the new skills
(P. L. Smith & Ragan, 2005), so those strategies will be used when we get to both the practice
and assessment phases. Additional consideration was given to variance in the learner’s prior
knowledge and skill in the area and as such additional learning aids and scaffolds are accessible
should they be required.
The lesson protocol to teach these skills include both generative and supplantive
strategies. These strategies have been sequenced in a deliberate fashion from focusing and
maintaining the learner’s attention through videos that introduce and outline the task; to
interactive activities that allow learners to try the activity in a low-stakes environment; to
practicing the skills in a variety of ways culminating in a metacognitive reflection and
assessment of their skills. The instructional strategies for this unit outline the guided experiential
learning (Clark et al., 2009) that the students will have the opportunity to engage with throughout
the three lessons in the unit.
Learning Activities Tables
The three learning activity tables below outline the details of the three synchronous
lessons on executive functioning: time management, organization strategies, and academic skills.
Specifically, these tables include both the learning and cognitive strategies (P. L. Smith &
Ragan, 2005) incorporated into the individual lessons. Each lesson includes an introduction to
the topic, preview to activities, opportunities to review prior relevant knowledge, examples, and

123
of course practice and feedback (P. L. Smith & Ragan, 2005). Other elements included in the
table are risks avoided and benefits of the unit; time devoted to each task; big ideas; and
strategies for connecting the material to the next lesson. Each lesson is presented in a
synchronous format and is 50 minutes in length, and time spent on each learning activity is also
included. Table C1 shows the learning activities for the executive functioning unit devoted to
time management.

Table C1
Learning Activities for Executive Functioning Unit 7a: Time Management
1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Gain attention 3 Capturing the
learner’s attention
increases the
potential of
learning.
(Ambrose et. al,
2012; Mayer,
2011).
Focusing the
learner’s attention
increases the
potential of
learning
(Ambrose et. al,
2012; Mayer,
2011).
It’s necessary to
secure everyone's
attention and
prepare their mind
for learning the
new skills.
This is a divergent
thinking strategy
activity.
Say this: Think
about the
following prompt:
if you were a
superhero, what
would your
superpower be?
What would your
superhero name
be?
Ask learners to
discuss the
prompt with the
people around
them.
Ask for volunteers
to share with the
entire class.
Learning objectives 2 Learning and
motivation will be
enhanced if
learners have
clear, current and
challenging goals.
Focus attention on
what everyone
can accomplish
by the end of the
day.
State the learning
objective to the
group: The
objective is that
by the end of the
first workshop,
learners have
Ask the learners to
listen to the
objectives and
write down any
questions they
have.
12
4

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
selected at least
three appropriate
time management
strategies to
incorporate into
their life.
Reasons for learning
Benefits.
Risks avoided.
2 Learning and
motivation are
enhanced if the
learner values the
task (Ambrose et.
al, 2012; Mayer,
2011).
Making the content
relevant to the
learner’s lives can
add value to
content.
Show videos that
demonstrate the
benefits and risks
avoided with
developing time
management
skills.
Describe the
benefits: of
having more time,
less stress, better
able to navigate
unexpected
situations.
Risks avoided:
being late and
missing events
and
responsibilities,
academic
Ask learners to
provide examples
of benefits of time
management from
their own lives.
12
5

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
difficulties due to
missing work.
Overview:
Review/recall
prior
knowledge.
Entry level skills
Describe what is
new (to be
learned)
New declarative
Describe learning
strategies
1 The learner’s prior
knowledge can
help or hinder
learning
(Ausubel, 1968).
Advance organizers
support learners
in making
connections from
previous content
or experiences to
a new framework
or structure. By
reminding
students of their
pre-existing skills
in a similar
environment
promotes
retention of the
new material.
Suggest to learners
that they already
know something
about time
management,
which is an
executive
functioning skill.
Use a probing
question, like,
how did you make
it on time today?
Tell them the ideas
that may be new
to them.
Tell them that after
teaching them the
new ideas, you
will demonstrate
time management
and then give
them time to
practice and
receive feedback.
Ask learners to
think about what
time management
techniques they
used in high
school that might
help them in
college.
Ask, anything else
before we dig in?
12
6

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Assess prerequisite
knowledge (the
“what”)
(declarative
knowledge,
concepts, processes,
principles)
Enabling objectives
assessment
2 The learner’s prior
knowledge
can help or hinder
learning (Gagné,
1966).
Learners need to be
able to understand
the
demonstration.
Provide learners
with examples
and nonexamples
of Time
management
skills.
Declarative
knowledge
When asked,
students will be
able to identify
specific examples
of executive
functioning skills
with 100%
accuracy.
Ask learners to
provide an
example and nonexample of
executive
functioning skills.
Ask learners how
they currently
manage their
time?
Demonstrate
procedures (“how
to”)
CTA
(Procedural
knowledge)
10 Modeling learning
improves student
achievement. and
motivation will be
enhanced if
learners have
clear, current and
challenging goals
(Kirschner &
Hendrick, 2020).
Students learn better
when they are
shown what steps
to take to
successfully
complete a task.
Demonstrate time
management
strategies:
Identify time
wasting
activities
Estimating time
accurately
worksheet
Ask learners to
follow along with
each step of the
demonstration of
the time
management
strategies and
process.
12
7

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Prioritizing tasks
quadrants
Procrastination
elimination
strategies
Semester calendar
Weekly calendar
Demonstrate time
management
process:
Establish a time to
plan for the
week ahead
(this includes
reviewing how
time the
previous week
was used)
Establish a
calendar for the
week (study
time, class time,
recreation time,
etc.)
Review your
goals.
12
8

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Identify tasks that
must be
completed in
the week.
Prioritize the
tasks.
Transfer tasks to
your weekly
calendar
Review the
calendar each
evening for the
next day (Seli
& Dembo,
2020)
Provide practice and
feedback/Practice
and evaluate
feedback using
checklist from the
CTA
10 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Providing students
with an
opportunity to
apply these
principles on a
case study will
increase their
confidence for
application in
their own lives.
Provide students
with a learning
aids.
Provide students
with a case study
to practice
implementing
time management
strategies. Provide
feedback.
Ask learners to
apply time
management
strategies to a
case study.
12
9

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Authentic
assessment/assess
learning using the
checklist from the
CTA
13 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Learners need to
demonstrate that
they can complete
time management
skills in real life
situations.
Instructors will ask
students to
complete time
management
worksheets.
Ask learners to
complete a
weekly and
semester calendar.
Retention and
transfer (p 138 S
& R) How will
you use it on the
job?
2 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Learners will build
skill and
confidence by
practicing and
receiving stud
feedback from the
instructors.
Remind learners to
try their time
management
skills this evening
and report back
tomorrow.
opportunity to use
the skills and
prompted to think
about specific
areas of their life
they will
incorporate the
time management
strategies.
Ask learners to use
a time
management
strategy and
report back to the
class tomorrow.
130

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Big ideas 3 Activating and
building upon
personal interest
can increase
learning and
motivation
(Ambrose et. al,
2012; Mayer,
2011).
Learners reinforce
their own interest
when they can
demonstrate their
big idea.
Share that time
management is
essential to
success in college.
Ask learners to
share their time
management
success story via
online
whiteboard.
Advance organizer
for the next unit
1 Learning and
motivation are
enhanced if the
learner values the
task (Wigfield &
Eccles, 2000).
This helps learners
to position this
unit as a
preparation for
the next unit and
serves as a
building block for
the next unit.
The instructor will
discuss how this
section relates to
other executive
functioning skills
such as
organization.
Ask the learners to
think about how
time management
relates to
organizational
skills.
Total time 50
131

Table C2
Learning Activities for Executive Functioning Unit 7b: Organization Strategies
1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
Gain attention 3 Capturing the
learner’s attention
increases the
potential of
learning.
(Ambrose et. al,
2012; Mayer,
2011).
It’s necessary to
secure everyone's
attention and
prepare their mind
for learning the
new skills.
Show a brief clip of
Beyoncé kicking
off her world tour.
https://www.youtub
e.com/watch?v=X
pvRlysVYFs
Ask learners to
think about the
role that
organization
played in
helping her
prepare for the
world tour.
Learning objectives 2 Learning and
motivation will be
enhanced if
learners have
clear, current and
challenging goals.
(Kirschner &
Hendrick, 2020).
Focus attention on
what everyone
can accomplish
by the end of the
day.
State the learning
objective to the
group: The
objective is that
by the end of the
first workshop,
learners have
selected at least
two
organizational
strategies to
incorporate into
their life.
Ask the learners
to listen to the
objectives and
write down any
questions they
have.
Reasons for learning
Benefits.
4 Learning and
motivation are
Making the content
relevant to the
List the benefits and
risks avoided with
Ask learners to
provide
13
2

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
Risks avoided. enhanced if the
learner values the
task (Ambrose et.
al, 2012; Mayer,
2011).
learner’s lives can
add value to
content.
developing
organization
skills.
Describe the
benefits: of
having
organizational
skills:
Reduced stress, a
system to help
locate class
related items,
reduced cognitive
load with emails,
increased
confidence to
manage college
expectations.
Risks avoided:
feeling
overwhelmed by
email, excess
stress associated
with
disorganization,
not knowing
where to find
class materials.
examples of
benefits of
organization
from their own
lives.
13
3

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
academic
difficulties due to
missing work.
Overview:
Review/Recall
prior
knowledge
Entry level skills
Describe what is
new (to be
learned)
New declarative
Describe/Employ
learning
strategies
1 The learner’s prior
knowledge can
help or hinder
learning
(Ausubel, 1968;
Kirschner &
Hendrick, 2020).
Learning and
motivation will be
enhanced if
learners have
clear, current and
challenging goals
(Ausubel, 1968).
Learning and
motivation will be
enhanced if
learners have
clear, current and
challenging goals
(Ausubel, 1968).
Advanced
organizers support
learners in
making
connections from
previous content
or experiences to
a new framework
or structure. By
reminding
students of their
pre-existing skills
in a similar
environment
promotes
retention of the
new material.
Yesterday we
introduced you to
our first executive
functioning skill
in this series, time
management.
Today we are
going to work on
our second
executive
functioning skill,
organization, such
as organizing
your academic
materials and
physical study
space.
First, I will
introduce you to
some organization
skills, then you
will discuss and
try these in small
groups and
Ask learners to
think about
their prior
knowledge of
and skills in the
area of
organization.
13
4

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
finally, you will
practice the skill
independently!
1 Providing learning
aids makes clear
the learning goal
and reduces
cognitive load.
Provide students
with a learning
aid of
organization
steps.
Ask learners to
read the steps
outlined in the
learning aid.
Assess prerequisite
knowledge (the
“what”)
(Declarative
knowledge,
concepts,
processes,
principles)
Enabling objectives
assessment
2 The learner’s prior
knowledge can
help or hinder
learning (Gagné,
1966).
Learners need to be
able to understand
the
demonstration.
Provide learners
with examples
and nonexamples
of organization
skills.
Declarative
knowledge: when
asked, students
will be able to
identify specific
examples of
executive
functioning skills
with 100%
accuracy.
Ask learners to
provide an
example and
non-example of
organization
skills.
Demonstrate
procedures (“how
to”)
10 Learning and
motivation will be
enhanced if
Students learn better
when they are
shown what steps
Demonstrate study
strategies:
Ask learners to
follow along
with each step
13
5

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
CTA
(procedural
knowledge)
learners have
clear, current and
challenging goals
(Ambrose et. al,
2012; Mayer,
2011).
to take to
successfully
complete a task.
Organizing your
physical spaces:
Dorm room
Study space
Bags and
backpack
Organizing your
digital spaces:
Email
Files on your
computer
browsers
(Stanford
University
Learning
Commons,
2021).
Organizing new
academic content
(Seli & Dembo,
2020).
of the
demonstration
of the
organization
strategies and
processes.
Provide practice and
feedback/Practice
and evaluate
feedback using
checklist from the
CTA
7 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
Providing students
with an
opportunity to
apply these
principles on a
case study will
Instructors will ask
students to
complete
organization
worksheets for
their physical
Ask learners to
complete the
organization
worksheet for
their physical
space.
13
6

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
increase their
confidence for
application in
their own lives.
space or
Instructors will
ask students to
use organization
strategies for their
digital space:
email, browser, or
computer files.
Ask learners to
use an
organizational
strategy for
their email,
browser, or
computer files.
Authentic
assessment/assess
learning using the
checklist from the
CTA
13 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Learners need to
demonstrate that
they can complete
organization skills
in real life
situations.
Instructors will use
the completed
example
worksheets to
demonstrate
successful
completion of the
task and provide
feedback
throughout the
process.
Ask learners to
complete one
organization
worksheet.
Retention and
transfer (p 138 S
& R) How will
you use it on the
job?
2 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
Learners will build
skill and
confidence by
practicing and
receiving
feedback from the
instructors.
Remind learners to
try their
organization skills
this evening and
report back
tomorrow.
Ask learners to
use an
organization
strategy and
report back to
the class
tomorrow.
13
7

1. Instructional
Sequence
2. Time 3. Principle
LD Toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(Supplantive)
EDUC 503 Part 5
6. Activity
(Generative)
EDUC 503 Part 5
(Ambrose et. al,
2012; Mayer,
2011).
Big ideas 3 Activating and
building upon
personal interest
can increase
learning and
motivation
(Ambrose et. al,
2012; Mayer,
2011).
Learners reinforce
their own interest
when they can
demonstrate their
big idea.
Share that
organization skills
are essential to
success in college.
Ask learners to
discuss with
each other the
key concepts of
organization
skills; ask
learners to
share an
organization
skill that they
will use on an
online
whiteboard.
Advance organizer
for the next unit
1 Learning and
motivation are
enhanced if the
learner values the
task (Wigfield &
Eccles, 2000).
This helps learners
to position this
unit as a
preparation for
the next unit and
serves as a
building block for
the next unit.
The instructor will
discuss how
elements of
organization
directly impact
study skills.
Ask the learners
to think about
how
organization
skills relate to
study skills.
Total time 50
13
8

Table C3
Learning Activities for Executive Functioning Unit 7c: Study Strategies
1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Gain attention 3 Capturing the
learner’s
attention
increases the
potential of
learning.
(Ambrose et. al,
2012; Mayer,
2011).
It’s necessary to
secure everyone's
attention and
prepare their
mind for learning
the new skills.
Have a peer mentor
briefly introduce
how they
struggled with
adjusting to the
academic
workload in
college.
Ask learners to
listen to the peer
mentor’s stories.
Learning objectives 2 Learning and
motivation will
be enhanced if
learners have
clear, current and
challenging
goals. (Kirschner
& Hendrick,
2020).
Focus attention on
what everyone
can accomplish
by the end of the
day.
State the learning
objective to the
group: The
objective is that
by the end of this
workshop,
learners will have
selected at least
two new study
strategies to
incorporate into
their life.
Ask the learners to
listen to the
objectives and
write down any
questions they
have.
139

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Reasons for
learning
Benefits
Risks avoided
4 Learning and
motivation are
enhanced if the
learner values the
task (Ambrose et.
al, 2012; Mayer,
2011).
Making the content
relevant to the
learner’s lives
can add value to
content.
Have the peer
mentors describe
the benefits and
risks avoided by
developing their
study strategies.
Describe the
benefits:
increased
academic
confidence, less
stress, knowledge
of how to
approach
different types of
academic
work/assignment.
Risks avoided: high
anxiety, low
academic
performance.
Ask learners to
watch the videos.
Ask students to
provide examples
of benefits of
study skills from
their own lives.
Overview:
Review/Recall
prior
knowledge
Entry level skills
1 The learner’s prior
knowledge can
help or hinder
learning
(Ausubel, 1968;
Advanced
organizers
support learners
in making
connections from
previous content
This week you have
been introduced
to time
management and
organization
skills as a part of
Ask learners to
think about their
prior knowledge
of and skills in
the area of study
skills.
140

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Describe what is
new (to be
learned)
New declarative
Describe/Employ
learning
strategies
Kirschner &
Hendrick, 2020).
or experiences to
a new framework
or structure. By
reminding
students of their
pre-existing
skills in a similar
environment
promotes
retention of the
new material.
our executive
functioning
content. Today’s
lesson is on our
third executive
functioning skill:
study strategies.
To begin with I will
introduce and
demonstrate the
study strategies
that relate to
exam preparation,
note taking, and
reading.
Then you will work
in small groups
and try the
various skills.
Finally, you will
work
independently on
these study skills
all the while,
thinking about
these can be
useful to you in
141

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
your classes this
fall.
Assess prerequisite
knowledge (the
“what”)
(declarative
knowledge,
concepts,
processes,
principles)
Enabling objectives
assessment
2 The learner’s prior
knowledge can
help or hinder
learning (Gagné,
1966).
Learners need to be
able to
understand the
demonstration.
Provide learners
with a study
strategy selfassessment tool.
(Seli & Dembo,
2020).
Ask learners to
assess their prior
knowledge of
study skills.
Demonstrate
procedures (“how
to”)
CTA
(procedural
knowledge)
10 Learning and
motivation will
be enhanced if
learners have
clear, current and
challenging goals
(Ambrose et. al,
2012; Mayer,
2011).
Students learn
better when they
are shown what
steps to take to
successfully
complete a task.
Demonstrate study
strategies:
Importance of the
syllabus
Pomodoro
Technique
(Kortschak
Center for
Learning and
Creativity,
2011g)
Mirror and
Summary
questions
Ask students to
follow the
demonstration of
each study skill.
142

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
Self-testing
Teaching the
content
Elaboration
Strategies
Active Reading
Create a study
plan (Dembo &
Seli, 2020)
Provide practice
and
feedback/practice
and evaluate
feedback using
checklist from
the CTA
7 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Providing students
with an
opportunity to
apply these
principles on a
case study will
increase their
confidence for
application in
their own lives.
Instructors will ask
learners to
complete a study
strategy
worksheet.
Ask learners to
work as a group
and apply the
different study
skills.
Authentic
assessment/assess
learning using the
checklist from
the CTA
13 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
Learners need to
demonstrate that
they can
complete time
management
Instructors will use
the completed
example
worksheets to
demonstrate
successful
Ask learners to try
a study skill of
their choice that
is relevant to
their fall semester
143

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
skills in real life
situations.
completion of the
task and provide
feedback
throughout the
process.
(content will be
provided).
Retention and
Transfer (p 138 S
& R) How will
you use it on the
job?
2 Learning and
motivation are
enhanced when
learners are given
opportunity to
apply what they
have learned in
varying contexts
(Ambrose et. al,
2012; Mayer,
2011).
Learners will build
skill and
confidence by
practicing and
receiving
feedback from
the instructors.
Students are given
the opportunity to
use the skills and
prompted to think
about their
courses this fall,
and which study
strategies will be
most useful.
Ask learners to
think about the
courses they are
taking this fall
and identify how
they will
incorporate the
new study
strategies within
their life.
Big ideas 3 Activating and
building upon
personal interest
can increase
learning and
motivation
(Ambrose et. al,
2012; Mayer,
2011).
Learners reinforce
their own interest
when they can
demonstrate their
big idea.
The key takeaways
discussed are the
importance of
having a variety
of study strategies
in college.
Ask learners to
discuss with each
other the study
strategies
introduced; ask
learners to share
their study
favorite new
study strategies
144

1. Instructional
sequence
2. Time 3. Principle
LD toolkit and
readings
4. Rationale
EDUC 503 Part 4
5. Instructional
Strategy
(supplantive)
EDUC 503 Part 5
6. Activity
(generative)
EDUC 503 Part 5
to the online
whiteboard.
Advance organizer
for the next unit
1 Learning and
motivation are
enhanced if the
learner values the
task (Wigfield &
Eccles, 2000).
This helps learners
to position this
unit as a
preparation for
the next unit and
serves as a
building block
for the next unit.
The instructor will
discuss how
important study
strategies are for
success in
college.
Ask the student to
think about how
the study
strategies will
impact their first
semester of
college.
Total time 50
145

146
Lesson Materials for: Executive Functioning Unit 7a: Time Management
Learning aid self-assessment: Where does your time go?
Directions: As you review the 10 items listed below, identify the time wasters that are most
problematic for you. Rank them from 1 to 10, with 1 being the most problematic for you.
Table C4
Time Waster Rankings
Time waster Rank
Social media (TikTok, Instagram, etc.)
Watching TV shows or movies
Websites (Youtube, reddit etc.)
Visiting with friends/socializing
Texting, talking on the phone, facetiming
Daydreaming
Playing video games/online gaming
Sleeping
Waiting for others
Procrastination
Note. Adapted from Motivation and Learning Strategies for College Success: A Focus on SelfRegulated Learning (5th ed.) by M. H. Dembo & H. Seli, 2016. Routledge.
(https://doi.org/10.4324/9781315724775). Copyright 2016 by Routledge.

147
Learning Aid: Estimating Time Accurately

148
Learning Aid: Prioritizing Tasks Quadrants

149
Learning Aid: Semester Calendar

150
Learning Aid: Weekly Calendar

151
Learning Aid: Procrastination Elimination Strategies

152
Learning Aid: Time Management Process
Note. Adapted from Motivation and Learning Strategies for College Success: A Focus on SelfRegulated Learning by H. Seli & M. H. Dembo, 2020. Routledge. Copyright 2020 by
Routledge.

153
Learning Aid: Case Study: A Busy College Day
Meet Mervin!
Mervin, is a 18-year-old first year college student at Inclusion University. He has always been
academically inclined, and wants to be sure that he starts the semester on a good note in regards
to time management. He shares that at times in high school he would procrastinate and spend
too much time on his phone, which impacted his ability to meet deadlines for assignments,
studying and extracurricular activities.
Mervin’s fall schedule:
class Monday, Wednesday, and Friday at 9 a.m. & 10 a.m.
class Tuesday night from 6-9 p.m.
class Tuesday and Thursday at 9:30 a.m. & 1 p.m.
He has a work study job 15 hours/week (and he needs your help finding out when to schedule
his shifts between 8 a.m. and ending at 10 pm.)
He loves to play video games (maybe too much)
He also needs to go to the gym
He has a spiritual practice that he attends to for an hour a day
Make a weekly schedule for Marvin!
As a group:
· Make a weekly schedule for Mervin.
· Identify which time management strategies would best support Mervin
this semester and state your rationale.

154
Slides for Executive Functioning Unit 7a: Time Management
Slide 1: Introduce the Unit: Executive Functioning: Time Management

155
Slide 2: Gain Attention
Facilitator: Think about the following prompt: if you were a superhero, what would your
superpower be? What would your superhero name be?
Students are asked: If you were a superhero, what would your superpower be? How would you
use your superpower? Does your superhero have a name? What other details can you come up
with about your superhero life?
Facilitator leads a brief discussion on superpowers. There is always one student that shares a
superpower related to time, which is a great segway to the topic.

156
Slide 3: Learning Objective
Facilitator: By the end of the first workshop, learners have selected at least three appropriate
time management strategies to incorporate into their life.

157
Slide 4: Benefits and Risks Avoided
Facilitator: describes the benefits of having more time, less stress, better able to navigate
unexpected situations.
Risks avoided: being late and missing events and responsibilities, academic difficulties due to
missing work.

158
Slide 5: Overview
Facilitator: suggests to learners that they already know something about time management,
which is an executive functioning skill. Use a probing question, like, how did you make it here
on time today?
Tell them the ideas that may be new to them.
Tell them that after teaching them the new ideas, you will demonstrate time management and
then give them time to practice and receive feedback.

159
Slide 6: Examples of Time Management Skills
Facilitator: Provide learners with examples and nonexamples of time management skills.

160
Slide 7: Demonstrate Time Management Strategies
Facilitator talks about the importance of identifying obstacles to effective time management,
the first of which is wasting time. Introduces the Time Waster Self-Assessment and asks
students to download the job aid Time Waster Self-Assessment (Dembo & Seli, 2016).

161
Slide 8: Demonstrate Time Management Strategies
Facilitator discusses the importance of estimating time accurately in overall time management.
Introduces the Estimating Time Accurately worksheet and asks students to download it.
(Kortschak Center for Learning and Creativity, 2011d).

162
Slide 9: Demonstrate Time Management
Facilitator discusses the importance of prioritizing tasks effectively and introduces the
Prioritizing Tasks Quadrants and asks students to download them. (Kortschak Center, 2011i).

163
Slide 10: Demonstrate Time Management Strategies
Facilitator talks about the importance of having a macro level view of the semester by way of
a semester calendar and asks students to download the semester calendar.
Facilitator talks about the importance of having a micro level view of each week by way of a
weekly calendar (Kortschak Center, 2011j) and asks students to download the semester
calendar (Kortschak Center, 2011h).

164
Slide 11: Demonstrate Time Management Strategies
Facilitator discusses the importance of eliminating procrastination and asks students to
download the Procrastination Elimination Worksheet (Seli & Dembo, 2020)

165
Slide 12: Demonstrate Time Management Strategies
Facilitator introduces the sequence of the time management process and asks students to
download the Time Management Process (Dembo & Seli, 2016).

166
Slide 13: Practice and feedback
Facilitator introduces Mervin, the student in the case study and asks students to download the
case study.

167
Slide 14: Practice and Feedback
Facilitator provides the case study on the screen to support the groups as they work on the
prompt: make a weekly schedule for Mervin and identify which time management strategies
would be most effective for Mervin and provide justification for your decisions.

168
Slide 15: Authentic Assessment
Facilitator asks students to identify three time management strategies that they will
incorporate into their life this fall.
Facilitator asks students to complete one time management worksheet of their choice.

169
Slide 16: Retention and Transfer
Facilitator reminds learners to try their time management skills this evening and report back
tomorrow and to use this opportunity to think about specific areas of their life they will
incorporate the time management strategies.

170
Slide 17: Big Idea
Facilitator emphasizes the importance of time management skills for success in college!

171
Slide 18: Advance Organizer
Facilitator states how time management relates to organization skills, which is the second of
the three executive functioning skills we will be working on!

172
Lesson Materials for: Executive Functioning Unit 7b: Organization
Learning Aid: Back to School Packing Tips

173
Learning Aid: 5 Ways to Organize your Dorm Space

174
Learning Aid: How to Take Control of Your Inbox

175
Learning Aid: Digital Organization

176
Slide 1: Introduce the Unit: Executive Function: Organization

177
Slide 2: Gain Attention
Facilitator: asks students to watch 45 seconds of video clip that show Beyoncé preparing for
her world tour.
Ask students to think about how organization played a role in getting Beyoncé to that moment
on stage.
https://www.youtube.com/watch?v=XpvRlysVYFs (BESHONSSE, 2019)

178
Slide 3: Learning Objective
Facilitator: The objective is that by the end of this workshop, learners will have selected at least
two organizational strategies to incorporate into their life.

179
Slide 4: Benefits & Risks Avoided
Facilitator: There are a variety of benefits and risks that will be avoided with well-established
organization skills.
Benefits: Reduced stress, a system to help locate class related items, reduced cognitive load
with emails, increased confidence to manage college expectations.
Risks avoided: feeling overwhelmed by email, excess stress associated with disorganization, not
knowing where to find class materials. academic difficulties due to missing work (Langberg et
al., 2008)

180
Slide 5: Overview
Facilitator: Yesterday we introduced you to our first executive functioning skill in this series,
time management. Today we are going to work on our second executive functioning skill,
organization.
First, I will introduce you to some organization skills, then you will discuss and try these in
small groups and finally, you will practice the skill independently!

181
Slide 6: Examples & nonexamples
Facilitator: Organization can happen in a variety of environments. Such as physical spaces, like
your dorm room and your backpack; digital spaces such as your email or your web-browser or
even your home screen on your computer. Organization skills can even apply to your academic
material.

182
Slide 7: Demonstrate Organization Skills: Physical Spaces
Facilitator: Organizing your physical spaces is a great place to start.
Ask students to download learning aids: Back to School Packing Tips and five ways to organize your
dorm space (Kortschak Center for Learning and Creativity, 2011a).

183
Slide 7: Demonstrate Organization Skills: Gmail
Facilitator: ask students to watch the first minute of the video to familiarize themselves with the
concept of organizing their Gmail.
Ask students to download the learning aid: How to Take Control of your Email Inbox
(Kortschak Center for Learning and Creativity, 2011e; Kruger, 2021)
https://www.youtube.com/watch?v=i6FMSvqgWPM (Howfinity, 2021)

184
Slide 8: Demonstrate Organization Skills: Digital Spaces
Facilitator: ask students to watch first 3 minutes of the video to familiarize themselves with the
concept of organization your bookmarks on your web-browsers

185
Slide 9: Demonstrate Organization Skills: Digitals Spaces Computer Files
Facilitator: Ask students to watch the first 3 minutes of the video to familiarize themselves with
the strategies.
Ask learners to download the learning aid: Digital Organization (Kruger, 2021)
https://www.youtube.com/watch?v=jGEmX1YRodc (Dictado, 2021)

186
Slide 10: Demonstrate Organization Skills: Academic Content
Facilitator: the organization of your academic content is essential when trying to learn new
material.

187
Slide 11: Demonstrate Organization Skill: Academic Content
Facilitator: Ask students to watch the peer mentor participate in a version of the Halpern
Experiment, which will illustrate how effective organizing your academic content can be when
trying to learn new material.
Facilitator: asks the peer mentor to read the list at a rate of one word per second.
After 15 seconds, the professor shuts off the screen and asks the peer mentor to recall as many
words as possible (Seli & Dembo, 2016).

188
Slide 12: Demonstrate: Organization Skills: Academic Content
Facilitator: asks the peer mentor to read the list at a rate of one word per second.
After 15 seconds, the professor shuts off the screen and asks the peer mentor to recall as many
words as possible.
The peer mentor and the facilitator discuss the helpfulness of having the words organized into
categories for recall.
Facilitator: we will discuss more academic skills in the next unit!
(Halpern, 1996; Dembo & Seli, 2016)

189
Slide 13: Practice and Feedback
Facilitators: Instructors will ask students to complete organization worksheets for their physical
space or to use organization strategies for their digital space: email, browser, or computer files.

190
Slide 14: Authentic Assessment
Facilitators: will use the learning aids to demonstrate successful completion of the organization
tasks and provide feedback throughout the process.
Facilitators will ask students to demonstrate two organization strategies.

191
Slide 15: Retention & Transfer
Facilitators: remind learners that organization skills have a lot of real world applications and to
try their organization skills this evening and report back tomorrow.

192
Slide 16: Big Ideas
Facilitators: share that organization skills are essential to success in college.

193
Slide 17: Advance Organizer
Facilitator: We saw earlier today how organization skills relate specifically to academics; in
tomorrow’s unit we will discuss how elements of organization directly impact study strategies.

194
Lesson Materials for: Executive Functioning Unit 7c: Study Strategies
Learning Aid: Study Strategy Self-Analysis
Study Strategy Self-Analysis
Before you embrace the challenge of learning new study strategies it is helpful to understand
your current study strategies. Respond to the 11 questions below with “always”, “sometimes”,
or “never”, and then spend a few moments reflecting on your answers. There are no wrong
answers, rather, this activity is designed to help you identify what types of strategies you
might benefit by developing.
Note. Adapted from Motivation and Learning Strategies for College Success: A Focus on SelfRegulated Learning (5th ed.) by M. H. Dembo & H. Seli, 2016. Routledge.
(https://doi.org/10.4324/9781315724775). Copyright 2016 by Routledge.

195
Learning Aid: Syllabus Analysis
Note From Classroom Strategies Handouts by Kortschak Center for Learning and Creativity.
(2011b). (https://kortschakcenter.usc.edu/reading-handouts/) Copyright 2011 by Kortschak
Center for Learning and Creativity.

196
Learning Aid: Pomodoro Technique
(Kortschak Center for Learning and Creativity, 2011g)

197
Learning Aid: Mirror and Summary Questions
Note. Adapted from Motivation and Learning Strategies for College Success: A Focus on
Self-Regulated Learning (5th ed., p. 222) by M. H. Dembo & H. Seli, 2016. Routledge.
(https://doi.org/10.4324/9781315724775).

198
Learning Aid: The Reading Guide
Note. Adapted from Motivation and Learning Strategies for College Success: A Focus on SelfRegulated Learning by H. Seli & M. H. Dembo, 2020. Routledge. Copyright 2020 by
Routledge.

199
Learning Aid: How to Create a Study Plan
How to Create a Study Plan
Developing a study plan is an effective way to help learners reach their academic goals.
Effective study plans should include what, how, and when of the content that will be reviewed.
Follow this six-step procedure to more effective study sessions. Determine Content and
Question Format of Exam
1. Determine Content and Question Format of Exam: review your course syllabus, class
notes, textbook chapters to determine what will be covered. If available, previous exams
can help familiarize you with questions types that you can expect to see on the exam.
Asking the professor or teaching assistant are also effective strategies to gain
information on the format of the exam.
2. Organize and Separate the Content into Parts: content that is organized is easier to
retain. Organize the content in ways that are meaningful to you and align with your prior
knowledge to help improve retention and recall.
3. Identify Study Strategies: you will find that different study strategies are more
effective for some content then others. Spend time thinking about which strategies you
plan to use before you sit down to study.
4. Identify the Amount of Time Needed for Each Strategy: estimating time accurately is an
important executive functioning skill and one that has tremendous impact in studying. Use your
previous study experience and knowledge in the subject area to help you estimate how much
time you will need for each strategy.
5. Allocated Time for Each Study Strategy in a Monthly or Weekly Calendar: once you have
made your study plan you must incorporate it into your weekly schedule. Remember that
effective studying can happen in small amounts of time spread out throughout the week or
month.
6. Modify the Plan as Necessary: Developing reliable and effective study habits can be reinforced
by sticking with your study plan. As college students you will be distracted by things that will
attempt to throw you off your schedule, try to resist those and stick to your plan. As you progress
through your study plan you might find the need to adjust what you had originally planned, that
is a natural aspect of developing and adhering to procedures such as this one.
Self-Reflection: Take a few moments to reflect on this study plan process:
(Seli & Dembo, 2020)

200
Learning Aid: Study Plan

201
Learning Aid: Link to Mervin’s Macroeconomics Syllabus
https://drive.google.com/file/d/1T4vDRKtsUdEktrLsIO1tyQYvDvyL7jvQ/view?usp=sharing

202
Slide 1: Introduction to Executive Functioning: Study Strategies

203
Slide 2: Gain Attention
Have a peer mentor briefly describe their experience as a 1st year student when they sat down
and reviewed all of their syllabi for the first time and realized how much work they were asked
to do in their first semester.

204
Slide 3: Learning Objective
Facilitator: State the learning objective to the group: The objective is that by the end of this
workshop, learners will have selected at least two new study strategies to incorporate into their
life.

205
Slide 4: Benefits & Risks Avoided
Have the peer mentors describe the benefits and risks avoided by developing their study
strategies.
Describe the benefits: increased academic confidence, less stress, knowledge of how to
approach different types of academic work/assignments.
Risks avoided: high anxiety, low academic performance

206
Slide 5: Overview
Facilitator:
This week you have been introduced to time management and organization skills as a part of
our executive functioning content. Today’s lesson is on our third executive functioning skill:
study strategies.
To begin with I will introduce and demonstrate study strategies that relate to exam preparation,
note taking, and reading. Then you will work in small groups on a case study.
Finally, you will work independently on these study skills for a course from your fall semester.

207
Slide 6: Examples and nonexamples
Facilitators: Introduce that there are a variety of study strategies that students can use in college.
Facilitators: provide students with a self-analysis tool that provides examples of study strategies
and gauges their own readiness.
Facilitators: ask learners to download and complete the learning aid: study strategy selfanalysis.
(Seli & Dembo, 2020)

208
Slide 7: Demonstrate Study Strategies
Demonstrate: Course syllabus
Facilitator: introduces the importance of the course syllabus and its value in exam preparation: it
organizes the information, and provides a concise overview of what has been and what will be
covered in class.
Asks students to download learning aid: Classroom Strategy: Syllabus Analysis (Kortschak
Center for Learning and Creativity, 2011b)

209
Slide 8: Demonstrate Pomodoro Technique
Facilitator introduces the Pomodoro Technique. This technique incorporates both time
management and organization skills by asking students to briefly make a plan for a study
session, work for 25 minutes uninterrupted. At the end of 25 minutes ask the students to review
the progress they made take a 5-minute break and repeat.
Facilitator emphasize that effective studying can happen in just 25 minutes.
Ask learners to download learning aid: Pomodoro Technique (Kortschak Center for Learning
and Creativity, 2011g)

210
Slide 9: Demonstrate Mirror & Summary Questions
Facilitator introduces Mirror and Summary questions.
Emphasizes how these are helpful strategies for engaging with the notes you create in class
Mirror questions are questions that students generate from their notes that reflect the specific
content of their notes.
Summary questions are questions that student generate that reflect the overall themes in the
class.
Ask students to download learning aid: Mirror and Summary Questions
(Dembo & Seli, 2016)

211
Slide 10: Demonstrate Self-Testing
Facilitator: emphasizes the importance of testing yourself on the material prior to any tests or
exams. A lot of college students want to avoid tests and some even experience increased levels
of stress and anxiety prior to exams. Research clearly demonstrates the benefit of frequent
testing on student’s ability to recall and learn information! Self-testing is one of the most
effective study strategies for college students (Dembo & Seli, 2016). Prior to a test or exam,
answer chapter questions, write your own questions, find questions online, create a study group
and write test questions for each other!

212
Slide 11: Teach the Content
Facilitator: emphasizes the benefit of teaching the content to someone else! Teaching the
content is an example of a metacognitive skill, or a skill that emphasizes thought and reflection
on the thinking process itself. The process of teaching requires students to think in depth about
how the content is organized, connected to other concepts and in turn stimulates deeper thought
on the content. Make teaching the content to another person part of your study routine!
(Flavell, 1979; Dembo & Seli, 2016)

213
Slide 12: Demonstrate Elaboration Strategies
Facilitator: elaboration strategies are strategies that build off existing knowledge already
established in our long-term memory.
Different elaboration strategies can be utilized depending on the complexity of the content!
(Dembo & Seli, 2016)

214
Slide 13: Demonstrate Elaboration Techniques: Acronyms mnemonics
Facilitator: Acronyms, we love acronyms at IU! You will often hear departments and office
names shortened to just the first letter of each word. We introduced you to SMART goals
during the opening session of this program. SMART is a mnemonic for Specific, Measurable,
Attainable, Relevant, Timely as it relates to a goal setting strategy.
Another example is a popular one for helping students recall the names of the great lakes.
These are ways of organizing information to help aid in recall! You will recall yesterday that
we introduced an example that illustrated how important it is to organize material that you
want to learn.
(Dembo & Seli, 2016)

215
Slide 14: Demonstrate: Elaboration Techniques: Summarizing and Synthesizing
Facilitator: Next we are going to discuss two related elaboration techniques: Summarizing and
synthesizing.
Summarizing: the process of putting content (professor’s lecture, textbook, etc.) into your own
words. This is an effective elaboration strategy as it requires you to convert the material into
your own language and by doing so will make it easier for you to recall in the future (Dembo &
Seli, 2016).
Synthesizing: is the process of connecting multiple sources of information or related topics.
synthesizing helps students integrate similar or related concepts.

216
Slide 15: Demonstrate Elaboration Strategies: Mind Mapping
Facilitator: another effective study strategy is developing mind maps, or concepts maps for
more integrated content. These are visual representations of subject matter that help students
organize the content and conceptualize connections between topics.

217
Slide 16: Demonstrate Elaboration Strategies: Analogies
Facilitator: analogies are amongst the most powerful elaboration strategies because they require
learners to think deeply and make connections between concepts. Prior knowledge t prior
knowledge, including similarities and differences amongst the new material being taught. These
can be especially useful for very complex material.
(Ormand, 1995 as cited in Seli & Dembo, 2020)

218
Slide 17: Demonstrate: Active Reading
Facilitator: In college, reading is one of the primary ways that new concepts and information is
presented to students. Developing active reading skills that maximize retention of the materials
is essential for success.
There are a variety of strategies for reading actively, we will discuss one today, the SQR
approach.
Ask students to download the learning aid: The Reading Guide
(Kortschak Center for Learning and Creativity, 2021; Seli & Dembo, 2020).

219
Slide 17: Demonstrate: Create a Study Plan
Facilitator: Creating a study plan is an effective tool to help learners reach their academic goals
in any given course. Here is a six-step procedure to introduce to you creating a study plans.
Ask students to download learning aid: How to Create a Study Plan (Seli & Dembo, 2020) and
Study Plan (Kortschak Center for Learning and Creativity, 2023)

220
Slide 18: Practice and Feedback
Facilitator: In small groups we are going to help our friend Mervin! Remember Mervin? You
helped him manage his time earlier this week.
Now he needs help with preparing for an exam.
Each group will review the syllabus and make a study plan for Mervin. In that study plan you
will identify which study strategies you will recommend to Mervin based upon the content. Be
prepared to provide rationale for your decisions on study strategies.
Mervin is taking Macroeconomics this semester and has an Exam on September 26th
Link to Mervin’s Macroeconomics Syllabus:
https://drive.google.com/file/d/1T4vDRKtsUdEktrLsIO1tyQYvDvyL7jvQ/view?usp=sharing

221
Slide 19: Authentic Assessment
Facilitators will use the completed example syllabus worksheets to demonstrate successful
completion of the task and provide feedback throughout the process.
Facilitator: Ask students to login to their IU blackboard account and go to a class of their
choosing for the fall semester.
Ask the students to complete the syllabus worksheet for one class and to identify at least two
study strategies that they will utilize for that class.

222
Slide 20: Retention & Transfer
Students are given the opportunity to use the skills and prompted to think about their courses
this fall, and which study strategies will be most useful to them.

223
Slide 21: Big Ideas
The key takeaways discussed are the importance of having a variety of study strategies to help
you meet your academic goals in college!

224
Slide 22: Advance Organizer
Facilitator: will discuss how important study strategies are for success in college
Ask Students to think about how their study strategies will impact their first semester of college.

225
Appendix D: Evaluation
Item 1, Level 1 and 2, evaluation tool:

226
Item 2, Level 1 and 2 evaluation tool (continued):

227
Item 3, Level 3 and 4 evaluation tool:

228
Item 4, Level 3 and 4 evaluation tool (continued):

Abstract (if available)

Abstract The transition from high school to college is fraught with challenges and even more so for students with disabilities. Between 2013 and 2019 there was a 5% increase in the total number of students with disabilities in the U.S that attained college degrees, bringing the total to 18%. While the increase is promising, this number is substantially lower than the 36% of the non-disabled population with an earned baccalaureate degree. The purpose of this curriculum is to support students with disabilities in their transition from high school into higher education. Informed by research on learning, motivation and critical disability theory as the theoretical foundation, this 5-day immersive curriculum will introduce students to the skills and knowledge essential to their success in higher education. By the end of this program students will understand the laws that support students with disabilities in higher education; advocate for themselves; successfully navigate IU’s software platforms and assistive technology; understand the benefits of utilizing peer mentors and role models; be able to access to campus resources; be able to discuss the concept of intersectionality and its role and identity development; and demonstrate executive functioning skills. This curriculum will be made available to colleges and universities across the country in the hopes of inspiring a cultural shift that prioritizes supporting students with disabilities in their transition into higher education becomes standard practice.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

The lived experiences of Hispanic students with disabilities transitioning to higher education

PDF

Metacognition and self-regulation strategies to support high school student athletes

PDF

Perceptions of inclusion: high school students diagnosed with learning disabilities and their level of self-efficacy

PDF

A social skills curriculum intended to increase the employment success of secondary transition aged students with moderate to severe intellectual disabilities

PDF

Underrepresented students with disabilities transitioning into a 4-year university

PDF

First-generation college students: perceptions, access, and participation at urban university

PDF

From recruitment to graduation: a curriculum to navigate admissions for prospective student-athletes

PDF

Disability disclosure: the lived experiences of medical school students with disabilities

PDF

Échale ganas: the transition experiences of first-generation Latinx students and their parents to college

PDF

Incorporating service learning curriculum to enhance college and career readiness: a professional development for teachers

PDF

Evaluating technical support provided in online education for students with disabilities

PDF

A marriage and family therapy trainee curriculum: college student success in academic self-regulation

PDF

Graduation rates in college of students with disabilities: an innovation study

PDF

A curriculum to integrate social justice anchors standards into K–5 curriculum

PDF

Supporting the transition and academic success of transfer students at a large research university

PDF

Disability, race, and educational attainment - (re)leveling the playing field through best disability counseling practices in higher education: an executive dissertation

PDF

Nothing without us: understanding the belongingness of students with disabilities

PDF

Relationships between a community college student’s sense of belonging and student services engagement with completion of transfer gateway courses and persistence

PDF

Innovative strategies to accommodate postsecondary students with learning disabilities

PDF

Self-perceptions of student identity in community college students with disabilities

Asset Metadata

Creator Loppacher, Julie (author)

Core Title Pathway to inclusivity: a curriculum to transition students with disabilities into college

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-05

Publication Date 01/16/2024

Defense Date 07/19/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag College,college success,curriculum,executive functioning,Higher education,OAI-PMH Harvest,self-advocacy,students with disabilities,transition

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Lovano-McCann, Erica (committee member), Seli, Helena (committee member)

Creator Email jloppach@usc.edu,loppache@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113804862

Unique identifier UC113804862

Identifier etd-LoppacherJ-12603.pdf (filename)

Legacy Identifier etd-LoppacherJ-12603

Document Type Dissertation

Format theses (aat)

Rights Loppacher, Julie

Internet Media Type application/pdf

Type texts

Source 20240118-usctheses-batch-1120 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu