9453092 Koch The work proposed addresses attitudinal and educational barriers faced by girls with severe disabilities, grades K-8, in preparing them to undertake demanding courses of study leading to career options in science, engineering, and mathematics (SEM). The project involves the collaborative efforts of the University of Minnesota General College, the Minnesota State Department of Education, the Minneapolis Public Schools, the St. Paul Public Schools, and the Parents Advocacy Coalition for Equal Rights. In order to promote traditional self-determination characteristics of assertiveness, creativity, self-advocacy, and decision making, this project seeks to achieve its goals through a focus on the computer-based technologies which support self- determination skills, taking full advantage of powerful computer technologies, both extant and emerging. This should provide a structure through which girls with disabilities can take more autonomous roles in their education, social lives, and educational, occupational, and independent-living decision-making. The project targets girls in elementary and junior high grades in view of the need to make early adaptations and decisions, especially regarding mathematics course success to permit students to be in a position to pursue rigorous secondary and postsecondary courses of study in relevant fields. The project is focused upon: (1) aggressive training in state-of-the-art and emerging adaptive computer technology which makes the learning and doing of science, engineering, and mathematics more possible for persons with severe disabilities; (2) peer training, with mentor and role model interactions; (3) immersion via telecommunications in opportunities to interact with other girls with disabilities, as well as with mentors and school personnel; (4) training of school-based personnel to better ensure early, meaningful accommodations in SEM courses and co-curricular activities; and (5) aggressive dissemination to promote ch ange in the ways in which the futures of girls with disabilities are imagined by the girls themselves, their families, and those charged with their education and futures planning assistance. The project builds on a history of successful collaboration among the participant entities in serving the needs of students with disabilities. It addresses the fact that these girls face barriers of gender and disability, and thus often are blocked from pursuit of study and careers in SEM, growing up to become women with disabilities--currently the most underemployed segment of our population. ***
