Between the Graduate School and Cataloging: How a Digital Collections Center Contributes Quality to the ETD Process

This presentation was given at the 2015 USETDA (United States Electronic Theses and Dissertations Association) conference in Austin, Texas explores the history of Digital Collections Center at Florida International University and where and how it functions in the process of publishing, archiving, and promoting the university's electronic theses and dissertations. Additionally, the functionality of Digital Commons is discussed along with the use of Adobe Acrobat for creating archival quality PDFs. The final section discusses promotion techniques used via social media for increased discoverability of ETDs.

The use of curriculum modifications and instructional accommodations to provide access for middle school students with autism to the general curriculum

The number of students identified as having autism increased by 500% in the past 10 years (United States Government Accountability Office, 2005). All students with disabilities are required to be placed in least restrictive environments and to be given access to the general curriculum in the major subjects of math, reading, writing, and science as mandated by federal legislation such as the Individuals with Disabilities Education Act (IDEA, 2004) and No Child Left Behind (NCLB, 2001). As a result of this legislation, an increasing number of students with autism are being educated in inclusive classrooms. Most studies on general education access and curriculum modifications and/or instructional accommodations center on students with intellectual disabilities (e.g. Soukup, Wehmeyer, Bashinski, & Boviard, 2007; Wehmeyer, Lattin, Lapp-Rincker, & Agran, 2003). Wehmeyer et al. (2003) and Soukup et al. (2007) found included students with intellectual disabilities had more access to the general curriculum than mostly self-contained students. This meant included students were more likely to be working on the general curriculum as mandated by NCLB than those in only self-contained classrooms. This study builds and expands the research of Wehmeyer et al., as well as Soukup et al., by examining how students with autism are given access to the general curriculum through curriculum modifications and instructional accommodations used by general education teachers in three schools. This investigation focused on nine inclusive classrooms for students with autism using a parallel mixed methods design (Newman, Newman, & Newman, 2011). Classroom observations using both an IEP related checklist and field notes, teacher interviews, an archival document review of the Individual Education Plan (IEP) for the selected students with autism were performed. Findings of this study were organized by interview questions and subsequent coding categories. Quantitative data were organized in a nominal scale. Participants asserted that their middle school students with autism functioned well in their classrooms, occasionally exhibiting behavioral differences. Most instructional accommodations on IEPs were being implemented by participants, and participants often provided additional instructional accommodations not mandated by the IEP. The majority of participants credited county workshops for their knowledge of instructional accommodations.

From the Elementary to the Circuitous: Digital Processing Workflows at FIU

This presentation was given at the FLVC regional conference at Broward College on May 7, 2015 and introduced scanning, processing, record creation, dissemination, and preservation in FIU Libraries' Digital Collections Center. The main focus was on processing, specifically employing OCR technology with difficult sources.