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Creating Accessible Classrooms. St. Albert Catholic Schools December 2005. Designing for Diversity. Alberta’s Commission on Learning says:
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Creating Accessible Classrooms St. Albert Catholic Schools December 2005
Designing for Diversity Alberta’s Commission on Learning says: Alberta’s classrooms include a rich and diverse mix of students with a wide range of abilities, interests, backgrounds, languages, cultures and religions.
“We must fundamentally alter our thinking about diversity as deviant, that diversity is bad and must be accommodated. . . Rather, we need to be clear that diversity is an essential part of the human condition and needs to be anticipated and celebrated.” Dave Edyburn, Associate Professor, UWM
We can create flexible, dynamic environments where ALL students fit
Our Challenge is to think differently about addressing learner diversity and ensure that learning is accessible to ALL students.
Background • Shaping the Future for Students with Special Needs: A Review of Education in Alberta (2000) • The Alberta Disability Strategy • Alberta Commission on Learning • The Learning and Technology Framework
Background • Alberta’s Commission on Learning recommendation #42 states “ensure that adequate support is in place when children with special needs are integrated into regular classrooms including: access to appropriate learning resources and assistive devices . . . ”
Learning & Technology Policy Framework . . .technology offers the potential to: • Increase access to learning opportunities • Adapt teaching to different learning styles, preferences and paces • Customize learning materials and services . .
Technology Policy Framework -PRINCIPLES : • Learner-centred • Accessible • Responsive • Innovative • Equitable • Collaborative • Accountable
Standards for Special Education The Minister of Education has issued Standards for Special Education, Amended June 2004 as Ministerial Order (#015/2004).
Standards for Special Education • Requirements are organized into four areas: • Access • Appropriateness • Accountability • Appeals.
How does Assistive Technology fit into the Standards for Special Education? • Access to Assistive Technology is part of an appropriate program for students with special education needs. • An IPP includes classroom accommodations and identification of coordinated support services as essential information.
Assistive Technology for Learning Assistive Technology for Learning (ATL) is defined as the devices, media and services used in learning environments to overcome barriers for students with physical, sensory, cognitive, speech, learning or behavioural special needs to actively engage in learning and to achieve their individual learning goals.
Why is ATL important? All students can benefit from access to appropriate accessible assistive technology.
ATL Model Specialized/Modified Services From classroom teacher to specialized services teams General Technology Students From general educational technologies to complex ATL systems From typical through to severe
Assistive to Accessible “For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible …” National Council on Disability
Assistive to Accessible Specialized (assistive) technology meant for a target population is also useful for others.
ACCESSIBILITY (Universal Design for Learning) ACCOMMODATION (Assistive Technology for Learning) APPROACH ADVOCACY (Barriers to learning exist) APPROACH CHANGES OVER TIME Moving to Accessibility – A3 Model
Universal Design for Learning Universal design is an approach to curriculum (programs of study, learning resources and assessment) and instruction that accommodates the widest spectrum of learners, including those with disabilities.
Will UDL replace assistive technology? No. Assistive technologies will always have a role in the education of some learners. Children with physical disabilities need properly designed wheelchairs, adaptive switches to control devices, or speech synthesizers.
Assistive to Accessible In the assistive technology model, the curriculum itself doesn't change, but the student uses a tool to help him/her access the curriculum.
Assistive to Accessible Mere access is not in itself the solution to student engagement. CEC
Accessible Classroom It is flexible, supportive, and adjustable, and increases full access to the curriculum for all students. Education for All, Ontario, 2005
Accessible Classroom • Provides a variety of choice for different learners. • Has these options available before students enter the classroom. • Teachers can plan in advance for to meet all student needs.
Universal Design for Learning Each student, regardless of disability, difference, or diversity, needs access to the curriculumthat is meaningful and that allows the student to use his or her strengths.
What makes UDL different from traditional classroom accommodations? UDL strategies for instruction are frontloaded. They are integrated into the overall design of curriculum and instruction
Principles of Universal Design for Learning • Provide Flexible Means of Representation • Provide Flexible Means of Expression • Provide Flexible Means of Engagement
Example – Program of Studies Grade 10 English Language Arts General Outcome 2 - Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1 Construct meaning from text and context
Example – Authorized Resources The Tragedy of Romeo and Juliet with Related Readings (The Global Shakespeare Series)
Provide Flexible Means of Representation Alternatives that Reduce Perceptual Barriers - Text Visual Flexibility Text Digital Text AuditoryFlexibility
Flexible Means of Representation Alternatives that Reduce Cognitive Barriers =Big Ideas
Provide Flexible Means of Representation Alternatives that Reduce Cognitive Barriers Considerate text Video
Provide Flexible Means of Representation Symbol Supports Writing with Symbols
Provide Flexible Representation for Second Language Learners
Multiple means of Representation Video representation Audio representation Cognitive representation http://www.w3.org/WAI/wcag-curric/mmsqt.htm
Provide Flexible Means of Expression Speech Recognition Dedicated Word Processor
Provide Flexible Means of Expression Writing with Symbols Word Prediction iMovie or Moviemaker
Provide Flexible Means of Expression http://www.podcastshuffle.com/details.cfm?id=986&kw=Apple Podcast Name: Room 208 Podcast EducationDescription: A Podcast by 3rd and 4th grade multi-age students in Wells, ME, USA. Students share their work, reflections, on learning, interviews, Reader's Theater, and more! Name: Educational podcasting [click to subscribe in iTunes (Mac OS)]Category: Education
Provide Flexible Means of Expression Alternatives that Reduce Cognitive Barriers to Expression
Provide Flexible Means of Expression What is a Blog? In it's simplest form it's just a personal journal, or diary that is published for the world to see. http://www.teachingeverystudent.blogspot.com/
Provide Flexible Means of Expression Talking Books http://www.magickeys.com/books/farm/page2.html http://www.hardin.k12.ky.us/upton/Download/Farmanriddles.ppt#256,1,Slide 1
Provide Flexible Means of Engagement http://en.wikipedia.org/wiki/Romeo_and_Juliet
Provide Flexible Means of Engagement • Learnalberta.ca
Leadership buy-in is critical • O’Dwyer, Russell, Bebell (2004) surveyed 1490 elementary teachers in 96 schools in and found that teachers use computers to meet professional needs and use them less for instruction. • The strongest predictor of technology use across schools for delivering instruction was perceived pressure to use technology
