learning inclusivity and the lenses of cultural accessibility presenters: wenda caswell - program...
TRANSCRIPT
Learning Inclusivity and the Lenses of Cultural Accessibility
Presenters:
Wenda Caswell - Program Manager
Bev Beattie - Assistant Professor
Nipissing University
CAUCE Conference May 2015
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Agenda
Learning Outcomes:• Review legislation and definitions associated with
learning inclusivity and accessibility.• Reflect on personal values and beliefs involving
curriculum design/ development, and learning inclusivity with a specific focus on cultural accessibility.
• Explore education strategies associated with learning inclusivity and cultural accessibility.
Accessibility
Legislation: • Be aware of the legislation that will guide your
educational practice. • For example in Ontario:
– Accessibility for Ontarians with Disabilities Act (AODA), 2005.
– http://www.ontario.ca/laws/statute/05a11
Accessibility
What terms do we use?• Universal Design for Learning (UDL)• Universal Design for Instruction (UDI)• Universal Instructional Design (UID)
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Framework Principles
• Equitable Use• Flexibility in Use• Simple and Intuitive• Perceptible Information• Tolerance for Error• Low Physical Effort• Size and Space for Approach and Use• A Community of Learners • Instructional Climate
Knaack, 2011; Roberts, Park, Brown, & Cook, 2011.
Accessibility
What distinguishes UID from simply good teaching?
Higbee,& Goff, 2008. Picture Reference: Microsoft Office Clip Art.
Connecting Concepts
Universal Instructional
Design Principles
Accessibility
Inclusivity
Diversity
Diversity
Diversity of Learners:• Culture. *• Age, Gender• Financial obstacles.• Chronic health conditions.• Mental health conditions. • Vision or Hearing loss.• English as a second language.• Geographical challenges, etc.
Accessibility
How can we balance maintaining the standards and rigor of the curriculum while promoting accessibility?
http://quotez.co/as-simple-as-possible-famous-quotes/
The Lenses of Accessibility
• Think of our culture as a pair of glasses that we wear at all times (Sensoy & DiAngelo, 2012)
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Culture
• If culture is defined as, “The norms, values, practices, patterns of communication, language, laws, customs, and meanings shared by a group of people located in a given time and place” (Sensoy & DiAngelo, 2012, p. 15).
• Are students required to be socialized through systematic training and learn a new culture when enrolled in a certificate, diploma, or degree program?
The Iceberg of Culture
Sensory & DiAngelo, 2012.
Learning Inclusivity
Program level strategies:• Clarity
– Provide clear information on what knowledge, skills, and experiences students need to have to take the program.
– Ensure all potential students are able to find program information prior to applying.
– Provide clear expectations on the program components.
• Support– Outline and provide academic resources for students to
access prior to and once in the program (e.g. assistive technology; accessibility services; peer mentoring program; writing supports; library assistance, etc.)
Knaack, 2011
Learning Inclusivity
Teaching strategies:• Treat each student as an individual. • Set the same expectations for high quality learning
from all of your students.• Use inclusive language. Become aware of the
terminology used to describe groups of people.• Pronounce and write students’ names correctly.• Be aware of your body language and terms used when
communicating. • Speak slowly and clearly.
Knaack, 2011.
Teaching strategies:• Avoid jargon, slang, and colloquial expressions.• Use visual elements to increase communication.• Emphasize important points.• Develop the ‘Art of questioning’.• Encourage students to ask questions.• Generate a glossary of key words and expressions
used in the course.• Create a community of learning and provide
opportunities for group discussions.
Learning Inclusivity
Knaack, 2011
Learning Inclusivity
Academic Integrity:• Plagiarism may be interpreted differently by
students from different cultures. • Clearly communicate to all students what
plagiarism is and how to properly cite academic references with accompanying examples.
• A lesson on the topic of plagiarism may be beneficial.
• Provide useful resources and also give examples as they pertain to the discipline and how work is to be written, referenced, and acknowledged.
Knaack, 2011
“Warm Demanders”
• Respect cultural backgrounds, ethnic identity, and humanity of students.
• Hold students accountable for high quality academic, social, and personal performance.
• Demanding but supportive and accessible.• Create learning climates of emotional warmth and
support.• Spend time establishing positive interpersonal and
caring relationships.
Gay, 2010, p. 56-57.
Learning Inclusivity
Course strategies:• Aim for course concepts that is free of cultural
stereotypes, uses current terminology, and is gender-neutral.
• Provide examples from various cultures, genders, people, and groups during the course.
• Use photographs and other visual images that show people of all genders, ethnicities, groups, and cultures, etc.
Knaack, 2011
Learning Inclusivity
Course strategies:• Consider including relevant and current issues and
cultural events.• Review course material to ensure inclusive
language/ images, and respect for diversity. • ‘Chunk’ lesson plans into 15-20 minute segments. • Provide examples of assignments so learners are
clear of expectations.
Knaack, 2011
Learning Inclusivity
Svinicki & McKeachie, 2011
Curriculum Considerations
Curriculum Alignment: - Learning Outcomes;
- Teaching/ Learning Strategies;
- Assessment and Evaluation Methods.
Learning Inclusivity: UDL,
UDI,
UID.
Accessibility:Culturally Diverse Students.
References
Banfield-Hardaway, S. (2010). Universal instructional design: Tools for creating an inclusive educational experience. The Vermont Connection, 31, 21-28.
Gay, G. (2010). Culturally responsive teaching: Theory, research and practice. (2nd ed.). New York: Teachers College Press.
Higbee, J. L., & Goff, E. (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Retrieved from http://www.cehd.umn.edu/passit/docs/PASS-IT-Book.pdf?goback=.gde_58371_member_249534718
Knaack, L. (2011). Designing learning opportunities. A practical handbook for educators. Whitby, ONT: deSitter Publications.
Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities. (10th ed.). New York: Teachers College Press.
Roberts, K., Park, H., Brown, S. & Cook, B. (2011). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24, 5 – 15.
Sensoy, O., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York; Teachers College Press.
Svinicki, M., & McKeachie, W. J. (2011). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth, Cengage Learning