CAMP +U Postsecondary Training Project on Inclusive Practices Research Brief
Funded by the University of Hawai‘i Foundation, CAMP +U is a collaborative project that seeks to empower students with learning differences in higher education. These differences span from specific learning disabilities to conditions such as attention deficits, sensory processing disorders, and executive function challenges. The purpose of this project is to unlock a deeper understanding of how the principles of inclusion, diversity, and equity enrich the fabric of higher education and society as a whole by increasing faculty, staff and administrators understanding of how to design with diversity in mind and support students from diverse cultural backgrounds with learning differences by creating inclusive classrooms, applying Universal Design for Learning principles, integrating technology, and ensuring equitable opportunities for all students.
The need for this project is significant. Over the past 50 years, students with all disabilities have gained access to and educational opportunities in elementary and secondary education as well as in higher education. However, students with disabilities continue to lag behind those without disabilities in persisting and completing higher education (Lee, Rojewski, Gregg, & Jeong, 2015). Moreover, students with learning differences (e.g. specific learning disabilities, and other students who have related neurological processing challenges) have much higher rates of dropout than their counterparts. A report from National Center for Special Education Research (NCSER, 2011) found that only 36% of students with specific learning disabilities have completed a four-year degree within eight years after their high school graduation whereas 60% of all students complete within six years (NCES, 2011). Similar dismal trend is found for students who are indigenous, particularly Native Hawaiians and Pacific Islanders. The 6-year graduation rate of Native Hawaiians is reported as 17%, and other Pacific Islanders rates are even lower (Museus, 2013).
The Center on Disability Studies (CDS) successfully implemented two previous Higher Education Demonstration Project grants (2005 to 2008 and 2008 to 2011) with the theme of “Teaching All Students, Reaching All Learners” to ensure students with disabilities receive a quality higher education in postsecondary settings. Through the first project, Innovative and Sustainable Teaching Methods and Strategies to Ensure Students with Disabilities Receive a Quality Higher Education (IST), over 600 individuals completed the modules and the associated quiz. The second demonstration grant, Students with Disabilities as Diverse Learners (SDDL) focused on Universal Design for Learning (UDL), Mentoring, and Multiculturalism via training and evaluation. SDDL included a faculty study, in which teaching faculty participated in the PD and in class observations, both of which were designed to assess and improve the quality of the PD and its impact. Over 40 training sessions were provided to attendees in the UH system. The training was disseminated to individuals in 46 states, Washington D.C., 4 territories and 25 countries.
Current Project: CAMP +U Postsecondary Training for Faculty, Staff and Administrators on Inclusive Practices
CAMP +U, is funded to update and improve existing innovative, interactive, accessible and engaging online modules on students with disabilities with a significant emphasis on students with learning differences and students who are indigenous. The modules have been updated based on current research and reflect upon the current laws and policies, including Reauthorization of Higher Education Act of 2008 and its impact on students with learning differences and those who are indigenous.
CAMP +U, an online self- paced course for faculty, staff and administrators was developed to strengthen inclusive practices for the postsecondary classroom. This course consists of 5 modules and is estimated to take approximately 10 hours to complete. Each module begins with an overview followed by learner objectives and guiding questions and then moves to “trails” to explore with readings, practical strategies shared by faculty videos, resources and assignments for your application of the concepts covered. Topics in the 5 modules include disability awareness, Universal Design for Learning, educational technology to support learner agency, strategies to strengthen classroom belonging and build community, and sensory integration.
CAMP +U Pilot Study
Eight participants from three different campuses within the University of Hawai‘i system participated in piloting the CAMP +U online professional development modules in the Spring 2024 semester. Participants were asked to provide feedback to identify any errors, inconsistencies, and areas for improvement. Besides addressing these points, they also shared insightful comments reflecting on their learning, and the course’s impact on awareness and attitudes towards inclusive practices, as illustrated in the following examples:
- I have an expanded perspective on how a disability can impact all areas of life, including but not limited to work, family dynamics, education, social relationships, etc.
- This (first) module was key to understanding the misconceptions of the disability classification due to general assumed definition. This module clearly defines the circumstances and the nuances that a specific term may really mean.
- (Module 1) was a thorough setting of the foundation. It made me aware of the basis of my personal beliefs. The first three questions made me think about what I believed and the definitions of the models, paradigms, etc. helped me understand that my beliefs are actually a part of a larger framing.
- I learned how important it really is to educate ourselves so that we don’t inadvertently take actions or make decisions that can be viewed as ableist.
- Creating a safe learning environment is key to students being able to take risks, make mistakes, and work towards mastery of the concepts being taught. This section of the module gave clear and attainable strategies to develop a classroom environment that creates psychological safety.
- Intersectionality is important as we continue to recognize different groups and how disability and cultural backgrounds can blend to create barriers to access.
- The setting of norms is essential to setting classroom culture, however establishing norms properly is the key to creating a culture that will help students grapple with challenging questions and grow from that experience. The two articles featured in the module are very meaningful to creating, developing and implementing norms in the classroom.
Selected comments related to the use of practical strategies and resources include:
- Very helpful were the “Tips for building connectivity” with the list of 6 tips, three of which I now use but will use the other three tips in my next set of classes after completion of this course.
- The interactive “Menu of Teacher Practices on Student Agency” and the corresponding article with more in-depth information were useful in determining how to create student-centered learning opportunities.
- I thought the “Learning Partnership Bridge” was the most helpful resource. It provided thoughtful questions to consider from both the student and instructor perspectives and possible ways to bridge the gap between the two to build learning partnerships.
- These are accommodations (for sensory integrations) that would support a wide range of students. Students process information in different ways and offering visual, tactile, auditory learning experiences will support students with different learning needs.
In addition, participant feedback was used to make improvements to the online modules. Forty-three (43) unique comments included suggestions such as streamline the extensions and resources provided, add additional examples of practical application for some of the content areas presented, add clarifying/framing description to videos, and include opportunities for collaborative discussion of the assessments for further impacting teaching practices.
The project team coded the feedback to indicate priority based on whether there were multiple references for the area of improvement, some references for the improvement, or an isolated reference for improvement. The team also considered the recommendations in related to the aims of the project and proceeded with the changes.
Mobile Sensory Space Pilot
This brief also explores how sensory integration can support postsecondary students, and the broader campus community. We highlight the impact of a relatively low-cost mobile sensory space designed to travel across the University of Hawai‘i system and other postsecondary campuses that choose to participate in the project. The intentional design prioritizes portability, appeals to a variety of sensory needs (light, sound, touch, smell), and remains budget-friendly. The mobile sensory kit, containing 13 easy-to-install items, can be purchased for approximately $650-900 USD.
We piloted a mobile sensory space at the Pac Rim 2024 International Conference on Disability and Diversity in Honolulu, Hawai‘i. To evaluate sensory space experiences, 82 participants who visited the room completed an online questionnaire with multiple-choice and open-ended questions. Additionally, we collected observation notes.
Results
Pilot results show high user satisfaction. Notably, 84% of participants were visiting a sensory room for the first time, and 83% were unaware of sensory integration options existing on their campus or workplace, suggesting the pilot raised awareness of sensory resources. 94% would recommend the experience to others, indicating an overall positive impact on the participants. Light emerged as the most preferred sensory element (44%), followed by touch (37%), color (13%), and sound (6%). These results highlight the user preferences for future implementation. Overall, participants found the room’s atmosphere relaxing and calming, which is further illustrated in the following comments:
- Wonderfully relaxing. A perfect opportunity to find some mental focus through calm. The low light, the quiet, and the freedom to interact in whatever way is comfortable were all excellent.
- I wish I had access to this everyday. I would do so much better at focusing on my work if I could come to a place like this to decompress.
Discussion
This sensory integration pilot exemplifies the power of community embedded experiential research. The mobile sensory room can support neurodiverse students, including those with ADHD, Autism Spectrum Disorder, or Sensory Processing Disorder. The room can foster self-regulation of sensory input and emotional de-escalation, leading to improved academic performance. It also can function as a versatile space for hosting social events that center neurodiverse students and students with disabilities, or providing sensory breaks on campuses (Sarrett, 2018).
We have had many successes in translating our research to impact the community. One of them includes developing an infographic that clearly communicates the benefits of sensory integration. This tool raises awareness and aids recruitment efforts at campus sites. We have also developed a companions guide on “How to Install and Use the Mobile Sensory Space Kit” to accompany installations for participating campus partners in the CAMP +U project.
Ultimately, this initiative holds the potential to enhance disability justice on college campuses and the wider community. By promoting inclusive practices and normalizing sensory integration we can create a more welcoming and supportive environment for all students influencing policy and practice as well as highlighting the often overlooked area of training needs on inclusive practices for faculty, staff and administrators.
Some of the anticipated challenges we may encounter include finding an appropriate space, and improper and ineffective use of sensory items, as well as the full integration of the space into the campus as an extension of student services.
