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Primary principles to provide accessible and inclusive courses

Primary principles to provide accessible and inclusive courses. APOP Thursday May 3 rd  from noon to 1:00 p.m. Levelling the playing field Accommodations and Universal Design. Equal opportunity without discrimination nor privilege Providing reasonable accommodations or UD

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Primary principles to provide accessible and inclusive courses

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  1. Primary principles to provideaccessibleand inclusive courses APOP Thursday May 3rd from noon to 1:00 p.m.

  2. Levelling the playing field Accommodations and Universal Design Equal opportunity without discrimination nor privilege • Providing reasonable accommodations or UD • No modifications to course requirements • Students must achieve the required competencies of the courses and program.

  3. Accessible or inclusive • Accessible = reasonable accommodations (Adapted services - a case-by-case approach) • Inclusive = Universal Design (Inclusive pedagogy for all)

  4. Accessible or inclusive Within the student groups that we work with or support it is increasingly likely that some will have a disability. The changing climate within further and higher education is such that meeting the needs of disabled students can no longer be seen as an optional extra that some of us provide if we have some personal experience of the disability in question or are feeling ‘charitable’. Changes in legislation mean that meeting the needs of disabled students should now be a core activity of all further and higher education providers. (Phipps et al., 2002)https://eprints.soton.ac.uk/6181/

  5. Accessible or inclusive Dans les établissements postsecondaires du Québec, le nombre d’étudiants en situation de handicap continue de croître et les défis auxquels ils ont à faire face sont parfois très complexes. Les acteurs du collégial doivent par conséquent vivre avec un changement de paradigme auquel ils n’ont pas tous été préparés : nous nous dirigeons graduellement vers une conception plus universelle qui nous amène à tenir compte de la diversité de la population étudiante d’aujourd’hui. (Raymond et Havel, 2017) https://eduq.info/xmlui/bitstream/handle/11515/34823/Bulletin-cdc-18-FR-juin-2017.pdf

  6. Response To Interventionhttps://education.alberta.ca/response-to-intervention/what-is-a-response-to-intervention-approach/everyone/media/

  7. Student autonomy – shared autonomy Reading Writing Notetaking Organizing

  8. Common barriers to learningUDL@Dawson–PedDay 2016 (Galipeau, Soleil, Konstantinopoulos) • Reading difficulties • Information processing • Oral communication • Organizational difficulties • Tiredness/increased cognitive effort • Anxiety

  9. Inclusive – students in a disabling situation…http://ripph.qc.ca/en/hdm-dcp-model/key-concepts/ For which type of students who find themselves in a disabling situation do I need to be inclusive?

  10. SAAC - Winter 2017 Data by Disability

  11. Most common disability Which is the most common disability for which I need to be unquestionably inclusive?

  12. SAAC - Winter 2017 Data by Disability

  13. Print disability > 64% Encompasses more than 64% of disabling situations LD - Dyslexia and all other language-based impairments (invisible disability –48%) Neurological – ADHD - ASD – (focus issue) (invisible disability –14%) Visual impairment (2%) Motor or Mental Health (focus issue - some students)

  14. Print disability or Perceptual disability https://en.wikipedia.org/wiki/Print_disabilityhttp://laws-lois.justice.gc.ca/PDF/C-42.pdf A print-disabled person is "a person who cannot effectively read print because of a visual, physical, perceptual, developmental, cognitive, or learning disability.”[1] A print disability prevents a person from gaining information from printed material in the standard way, and requires them to utilize alternative methods to access that information. 

  15. Print disability – reading needs text to speech (TTS) withwordhighlight fonts - sans serif– Arial, Helvetica, Verdana, Tahoma line spacing page layout large print

  16. Benefits of Text-to-Speech (Amazon.com)Web link to Amazon reference Speech synthesis makes applications more accessible, allowing people to consume and comprehend information without having to focus on a screen. Here is a quick overview of some key advantages to using text-to-speech:

  17. Benefits of Text-to-Speech (Amazon.com)Web link to Amazon reference Accessibility • Text-to-speech provides access to people who are unable to read due to impairment or literacy challenges by offering an alternative way to get information.

  18. Benefits of Text-to-Speech (Amazon.com)Web link to Amazon reference Enhanced Learning • By enabling both visual and audio presentation, text-to-speech can help improve comprehension, recall, vocabulary skills, motivation, and confidence. It is applied to online materials to facilitate e-learning. Text-to-speech provides an easy way to convert learning content into a format that is both more effective and less costly to roll out across multiple languages.

  19. Benefits of Text-to-Speech (Amazon.com)Web link to Amazon reference Mobility & Freedom • Text-to-speech can turn any digital content into a multimedia experience, so people can listen to news, blog articles, or even a PDF document, on-the-go or while multitasking.

  20. Selectable text – litmus test for the print-disabled For TTS to work, youneed« SELECTABLE » text • e.g. cut and paste to Word

  21. Selectable text – litmus test for the print-disabled • If the textis « selectable» then the studentscantailorit to theirownneeds • use TTS or use a screenreader • change fonts to sans serif • change the line spacing and the page layout • enlarge the text • adjust font and background contrast and colour

  22. Text-to-Speech –different tools • Read&Write, WordQ, Lexibar, ClaroRead, etc. • (Dyslexia, ADHD, CAPD, etc.) Word, PDF • JAWS, NVDA, VoiceOver • (Blind) e-text (Word), alt-text • Zoomtext with speech • (Low vision)

  23. Simple Principles - devices Allow mobile devices in class for reading and notetaking

  24. Simple Principles - e-documents • Offer electronic documents • Electronic documents must have selectable text • Word is the ideal format • PowerPoint is ok • Accessible PDF is acceptable • (most likely will be reconverted back to a Word document)

  25. Simple Principles • Give the electronic documents ahead of class • Students who need it, will benefit greatly • Allows to read with a TTS or screen reader • Allows to read at their own speed • Allows to understand the context before class • Allows to annotate before and during lecture • Allows to adapt document to their own needs (on screen) • Fonts/background (colour) • Layout • Enlarge copy

  26. Simple Principles • If document authenticity is important, offer two versions of the document: • A locked down image PDF as a reference document • A WORD or PowerPoint as a working document

  27. Simple Principles – avoid Prezi Prezi ≠ Text-to-Speech Preziisnotaccessible

  28. Tools – Accessibility checkers –mostly for blind students If a document is accessible to the blind, it is usually accessible to all… MS Office – Accessibility checkers Grackle Docs for Google Docs – Google Chrome Add-on Wave – Google Chrome extension – Web sites

  29. Quick note on Optical Character Recognition 3 steps to OCR • Take a digital picture – Jpeg, PDF, etc. • Run the picture through OCR software • OCR’s are far from perfect - 90-95% effective • Have a “human” proof the document and correct the OCR transcription mistakes. Do not expect an alreadychallengedstudentwith a readingdisability to correct the OCR output…

  30. « The dreaded Course pack » At best, a challenge for the non print-disabled • Questionablequality of photocopies • Problemswith the image PDF Questionablequality course packs makeitnext to impossible to scan and for OCR to convertmaterial to selectable e-text. Suggestion - Use electronic, online accessible material

  31. Print disability – notetaking tools - recording Difficulty listening and writing simultaneously Smartpen Sonocent Audio Notetaker(PC and Mac) Notability(iOS) Technology = autonomy

  32. Myhidden agenda… • Keepitsimple • E-documents compatible withText-to-Speech (Selectabletext) • Provide e-documents ahead of class • Allow mobile devices in class • eLearninghas the potential of being more inclusive (materialisalready in an electronic format) • Accessibility and inclusion should not be an afterthought

  33. Thank you! Roch Ducharme Dawson College – Inclusion Solution Lab rducharme@dawsoncollege.qc.ca 514.931.8731 x1217 LinkedIn, Twitter @rochd

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