Creating Accessible Classrooms St. Albert Catholic Schools December 2005

Creating Accessible Classrooms

St. Albert Catholic SchoolsDecember 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

Student population in Student population in AlbertaAlberta

Student population in Student population in AlbertaAlberta

We can create all round We can create all round pegs to fit into round pegs to fit into round holes or…holes or…

We can create flexible, We can create flexible, dynamic environments where dynamic environments where

ALL students fitALL students fit

is to think differently about addressing learner diversity and ensure that learning is accessible to ALL students.

Our Challenge

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 . . . ”

. . .technology offers the potential to:

Increase access to learning opportunities

Adapt teaching to different learning styles, preferences and paces

Customize learning materials and services . .

Learning & Technology Policy Framework

Technology Policy Framework -PRINCIPLES :

Learner-centred Accessible Responsive Innovative Equitable Collaborative Accountable

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.

Standards for Special Education

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

From typical through to severe

Students Technology

Services

General

Specialized/Modified

From classroom teacher to specialized services teams

From general educational technologies to complex ATL systems

Assistive to Accessible

“For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible …”

National Council on Disability


Specialized (assistive) technology meant for a target population is also useful for others.

Moving to Accessibility – A3 Model

ADVOCACY (Barriers to learning

exist)

ACCOMMODATION (Assistive Technology for Learning)

ACCESSIBILITY (Universal Design for

Learning)

APPROACH

APPROACH CHANGES OVER TIME

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.


In the assistive technology model, the curriculum itself doesn't change, but the student uses a tool to help him/her access the curriculum.


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 curriculum that is meaningful and that allows the student to use his or her strengths.

What makes UDL different from traditional classroom

accommodations?

They are integrated into the overall design of curriculum and instruction

UDL strategies for instruction are

frontloaded.

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

Text

Digital Text

Visual Flexibility

Auditory Flexibility

Flexible Means of Representation

Alternatives that Reduce Cognitive Barriers = Big Ideas

Alternatives that Reduce Cognitive Barriers

Video

Considerate text



Writing with Symbols

Symbol Supports

Provide Flexible Representation for

Second Language Learners

Video representationVideo representationAudio representationAudio representationCognitive representationCognitive representation

Multiple means of Representation

http://www.w3.org/WAI/wcag-curric/mmsqt.htm

QuickTime™ and aCinepak decompressor

are needed to see this picture.

Provide Flexible Means of Expression

Speech RecognitionSpeech Recognition

Dedicated Word Dedicated Word ProcessorProcessor


Writing with SymbolsWriting with Symbols

iMovie or iMovie or MoviemakerMoviemaker

Word PredictionWord Prediction


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

Podcast Podcast http://www.podcastshuffle.com/details.cfm?id=986&kw=Apple


Alternatives that Reduce Cognitive Barriers to 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/


http://www.magickeys.com/books/farm/page2.html

http://www.hardin.k12.ky.us/upton/Download/Farmanriddles.ppt#256,1,Slide 1

Talking Books



http://en.wikipedia.org/wiki/Romeo_and_Juliet



Learnalberta.ca

QuickTime™ and aTIFF (LZW) decompressor







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

Leadership buy-in is critical

Technology enables Access

Technology can play a crucial role in providing access to the curriculum for students who wouldn’t, under typical conditions, be able to participate fully in the classroom.

As a regular part of the classroom environment, assistive technologies have potential to improve learning for all students to participate fully in the classroom.

One size does not fit all . . .

No product will be able to do everything for every student, nor will anything replace or diminish the role of the teacher.

CEC

One size does not fit all . . .

Technology is not the magic bullet!

http://www.landmarkcollege.org/institute/assistive_technology/index.html

But it can help!

Thoughts?

Documents

Creating Accessible Classrooms St. Albert Catholic Schools December 2005