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ONLINE COURSE DESIGN FOR APPRENTICES WITH LEARNING DISABILITIES
Ruth McGillivray
Overview
LDs and accommodations LD prevalence Access to accommodations Study & Results Accessibility and UDL Implications Recommendations
What are LDs?
Neurological disorders, not cognitive Affect how a person stores, understands, retrieves or
communicates information Invisible, persistent and lifelong Pattern of uneven abilities Can occur with other disorders, may run in families Not the same as cognitive, physical or behavioural
disabilities Not the result of economic, environmental or cultural
influences
LDs and Related Disorders
Common set of LDs and related disorders recognized
Seldom appear in isolation
Dyslexia
Problem with acquiring and using written language Trouble with reading, writing, spelling Linguistic problem, not visual Phonologic - turning print into sound Accommodations:
Recorded texts and lectures Avoid large volumes of reading Extra time and quiet room for testing Alternate testing formats
Dyscalculia
Difficulty building mathematical relationships Problems with basic math skills and concepts:
Inconsistent results with arithmetic Inability to remember formulas, rules, concepts Difficulty with concepts of calculating time and money
Accommodations: Extra time Break down multi-step problems Use multisensory, visual approach
Dysgraphia
Difficulty with handwriting; forming letters or writing within a defined space
Difficulty with spelling and expressing ideas in writing
Also called Written Output Disorder Accommodations:
Extra time Computer use Scribe Alternate testing/assessment methods
Dyspraxia
Problems with messages from the brain being properly transmitted to the body
Muscles work, but not together Trouble with fine motor skills, speech, posture,
actions such as throwing and catching Requires work with occupational, speech and
physical therapists
Auditory Processing Disorder
Difficulty making sense of information taken in through ears
Problems with phonological awareness and auditory memory
Frequently ask for repetitions, trouble paying attention, often misunderstand auditory directions, find it difficult to localize sound
Accommodations: Multiple means of obtaining information Simplify verbal instructions
Visual Processing Disorder
Difficulty making sense of information taken in through eyes
Problem differentiating between objects based on their individual characteristics, and perceiving/ understanding spatial relationships
Accommodations: Multiple means of obtaining information Enlarged print, tracking tools, colour-coding Simplified, structured written materials
Attention Deficit Hyperactivity Disorder (AD/HD)
Related disorder because of prevalence with LD Estimates vary – 18-40, 33, 70% Difficult to start, stay on and complete tasks, make
transitions, follow directions, organize multistep tasks and produce consistent work
Accommodations: Get, focus, maintain attention Stories, interesting questions or problems Demos, hands-on Variety, interaction
Common Accommodations
Disorders may differ, but recommended accommodations are similar
LD Prevalence – General Population
LDAC estimates10% of population has LD Statistics Canada reports 2% Discrepancy attributed to:
Undiagnosed LDs Reluctance to disclose People believe they outgrow LDs
LD Prevalence - Trades
Perception is that prevalence is higher in trades Supporting statistics:
68.1% of males with LDs in trades vs. 49% in general population (PACFOLD Report)
14.5% vs. 8.9% - percentage of disabled persons vs. non-disabled in BC who completed apprenticeship (Labour Market Outcomes of Persons with Disabilities in BC)
Almost 90% of CILS trades clients have LDs (Recommendations for Provision of Accessible Resources to BC Trades)
Eligibility for Accommodations
ITA – by medical specialist CILS – by referral from Disability Services Disability Services – by diagnosis from qualified
professional Post-secondary students must self-identify and
provide a recent (3-5 years) diagnosis StudentAid BC offers bursary to assist with cost of
diagnosis Adult Basic Education students receive screening and
support
Barriers for Apprentices
Must know you have an LD, be willing to self-identify, and know how to self-advocate
Recent diagnosis required to receive support Diagnosis is expensive Technical training does not meet minimum 12-week
duration for StudentAid bursary Lack of instructor education in LDs
Study Participants
Research invitations sent to over 20,000 current apprentices in B.C.
19 total responses 3 negative – thought they had been targeted 4 from parents and educators expressing support 13 potential participants 6 interviewed
Gerry
Aaron
Craig
Sherri
Randy
Raymond
Observations
Only 2 of 6 diagnosed before adulthood All:
Struggled lifelong with their LDs Intelligent, articulate, able to learn Confident on the job, but not at school Demonstrated pattern of uneven abilities Pattern of comorbid disorders, but varied combinations
and severity
Different LDs, but themes emerged
Surprises
Most didn’t know what LDs they had, nor the symptoms and accommodations
Stigma of LDs and fear of discovery Reluctance to seek support or accommodations All knew what they needed to learn; wanted
anonymous access All wanted to save others from their experience
Common Online Learning Needs
Despite lack of knowledge re their own LDs, participants knew what they needed to learn
Variety of LDs, but similar needs and preferences: Instructor availability and engagement Instructor awareness of LDs and support needs Visual presentation of content Option to read or listen to text-based content The need to understand versus memorize Flexible, ample time schedule Opportunity to work at own pace Accommodations for assessment
Participant Learning Needs
Summarized in table, aligned with accommodations from literature
Alignment between needs and accommodations related to teaching methods, assignments and testing
Gaps in areas of course design, learning materials and tools, and instructor feedback and support
Instructor Interviews
Triangulated experiences of apprentices with perspective of instructors & instructional designers (IDs): 3 instructors/IDs of online apprenticeship courses 1 CILS faculty member
Findings
IDs did not know what LDs were Understood needs of audience, but not LD learners Lack of knowledge, not lack of interest Intuitively met key needs: flexibility and instructor
support. “To a point, program is designed assuming everyone has LDs”
Verified perception of study participants Aware accessibility standards and obligations exist
Legislated Accessibility
Canadian gov’t Internet standards require compliance with priority one and two checkpoints of the W3C WAI
U.S. gov’t standards – Section 508 of Rehabilitation Act
Many checkpoints specifically address the needs of individuals with LDs
Both standards are extensive and complex
Universal Design for Learning
“Blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences” (CAST, 2010)
Three guiding principles: Provide multiple means of representation Provide multiple means of action and expression Provide multiple means of engagement
Principles, guidelines, checkpoints = 30+ technical pages
UDL – Key Distinction
“For many education professionals, students with disabilities are seen as an encumbrance…the hindrance to content mastery is seen as residing within the student and
not within the teaching paradigm” (Strobel, Arthanat, Bauer and Flagg, 2007, p. 81)
“UDL guides teachers and curriculum developers toward
creating flexible materials and methods before they are put in students’ hands,
rather than waiting until students arrive and trying to retrofit inflexible materials to each learner”
(Eagleton, 2008).
Accessibility Standards
“Onerous, …ignored” Prescriptive vs. principles-based approach Lack of knowledge vs. lack of time or money
Where to start? What’s critical? No visible affect of absence No quick, reliable checklist
LD Learners in Every Class
Diagnosed and undiagnosed Unlikely to self-identify or seek accommodations
due to stigma and lack of understanding Apprentices:
Cannot access support without a diagnosis Do not qualify for support to get a diagnosis Are reliant on instructor and course design
Dependent on Instructors
Disability support services provide tools and accommodations to help LD learners participate
Instructor and ID determine actual course expectations
Most LD accommodation strategies are instructor dependent
If instructors don’t know needs and strategies for support, research can’t help those who need it
Online Implications
Problems compounded for online courses No visual clues; less opportunity for conversation Instructors need specialized skills and awareness Uploading content ≠ teaching online Purpose of accessibility is not adherence to
standards; rather, making learning accessible to people like Gerry, Aaron, Chris, Sherri, Randy…
Recommendations - Resources
Online resources for instructors, apprentices and sponsors Present content so it meets core needs Screening tools Support contacts
Develop and validate succinct set of accessibility requirements for use in all online courses
Recommendations - Instructors
Train instructors on LD symptoms, accommodations and resources
Raise awareness to reduce stigma
Recommendations – Course Design
Apply UDL concepts to course design: Accessible to all Diagnosis, self-identification not required
Conduct written assessments online Offer alternative assessment methods
In summary…
Assume there will be learners with diagnosed or undiagnosed LDs in every class
Build accommodations into every aspect of course design Ensure online learners have frequent and easy access to a
subject matter expert or instructor Implement accommodations that are learner controlled
versus instructor dependent Do usability testing for LD learners Ensure instructors are skilled in online facilitation Use high quality visuals Ensure all learning materials can be represented in text or
audio format
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