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Universal Instructional Design for Information Literacy Workshops

Universal Instructional Design for Information Literacy Workshops. Paula Clark MISt Candidate, ’08 paula.clark@utoronto.ca Faculty of Information Studies, UofT Information Literacy Final Presentation.

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Universal Instructional Design for Information Literacy Workshops

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  1. Universal Instructional Design for Information Literacy Workshops

  2. Paula Clark MISt Candidate, ’08 paula.clark@utoronto.ca Faculty of Information Studies, UofT Information Literacy Final Presentation

  3. Ontario Ministry of Training,Colleges & Universities: Learning Opportunities Task Force, 1997-2002 Definition of a “Learning Disability” “Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding, organization, or use of verbal and/or non-verbal information. These disorders result from one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. (LOTF 2001)

  4. Models for Learning Disability Medical or Psychological • learning disability as an individual pathology • success stems from effort • identity as the ‘rugged individual’ Milva Loprestic, review of Dudley-Maring’s article: “The Social Construction of Disability”

  5. University of Toronto Accessibility Services • “The mission of Accessibility Services (St. George Campus) is to facilitate the inclusion of students with disabilities into all aspects of university life. Our focus is on skills development, especially in the areas of self-advocacy and academic skills. Services are provided to students with a documented disability, be it physical, sensory, a learning disability or a mental health condition, temporary or long-term.” Retrieved from: http://www.studentlife.utoronto.ca/accessibility.htm Dec. 3rd, 2007

  6. York University • “The Learning Disabilities Program (LDP) is one of the programs offered by the Counselling & Development Centre at York University. The primary goal of the LDP is to provide educational support to university students with documented learning disabilities.” Retrieved from http://www.yorku.ca/cdc/ldp/ Dec. 3rd, 2007

  7. Models for Learning Disability Social • focus on context and community • learning disability as socially constructed, as ‘organizational pathology’ (Skrtic, 1999) • discourses and social interactions constructing multiple identities (Dudley-Marling, 2004)

  8. Ontario Human Rights Commission: Consultation Report (2003) The Opportunity to Succeed: Achieving Barrier Free Education for Students with Disabilities Key Barriers to Access: • inadequate funding • physical inaccessibility • cumbersome and time-consuming accommodation processes • negative attitudes and stereotypes • a lack of understanding of the rights and responsibilities of all parties under the Code and Commission policy.

  9. Ontario Human Rights Commission: Consultation Report (2003) How to create a hospitable environment? • Educate faculty and staff • Design needed facilities, services, policies, etc. inclusively • Accommodations processes must be clearly communicated • Accommodations must be respectful and maintain high standards for full inclusion • Cover costs of the accommodation, short of undue hardship

  10. University of Guelph “The University of Guelph is committed to eliminating discrimination against individuals with disabilities and to creating and maintaining a barrier-free University community.” Retrieved from: http://www.uoguelph.ca/accessibility/ Dec 3rd 2007

  11. Universal Instructional Design • originated in the field of architecture to address needs of people with disabilities • retrofitting was the first solution • adjustments were useful for the whole population

  12. Universal Instructional Design “The essence of [UID] is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences … the ‘universal’ in [UID] does not imply a single solution for everyone, but rather it underscores the need for inherently flexible, customizable content, assignments and activities” (Rose D and Meyer A., 2000)

  13. Universal Instructional Design • shared accountability • entitled to instruction that meets their diverse abilities and styles • diversity is recognized and success is supported • cooperative learning. • increasing interaction between teachers and students. • form and format • developing variety and flexibility (Jim Bryson – LDAO Newsletter – 2003)

  14. Demographics justifying Universal Instructional Design(Bryson, 2003)

  15. How to do it? Wiki resources.

  16. Other learning tools • Personal narratives • Dr. Chun Resource Library

  17. Quick exercise • review the Sample Accommodation Grid • name one aspect of your workshop that you could immediately adjust for Universal Instructional Design

  18. Key Points • be aware of the legislation (OZONE) • know your institution • think about the different learning disability models • and have a plan

  19. Conclusion "Why are the rest of our classes not delivered this way?" Retrieved Dec 4th, 2007 from: http://en.wikipedia.org/wiki/Universal_Design_for_Learning#University_of_Guelph (Wikipedia entry on Universal Design for Learning)

  20. Thank you! Paula Clark MISt Candidate paula.clark@utoronto.ca

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