Learning Inclusivity and the Lenses of Cultural Accessibility Presenters: Wenda Caswell - Program Manager Bev Beattie - Assistant Professor Nipissing University CAUCE Conference May 2015 Picture Reference: Microsoft Office Clip Art

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), –

Accessibility What terms do we use? Universal Design for Learning (UDL) Universal Design for Instruction (UDI) Universal Instructional Design (UID) Picture Reference: Microsoft Office Clip Art.

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, Picture Reference: Microsoft Office Clip Art.

Connecting Concepts Universal Instructional Design Principles Accessibility Inclusivity 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?

The Lenses of Accessibility Think of our culture as a pair of glasses that we wear at all times (Sensoy & DiAngelo, 2012) Picture Reference: Microsoft Office Clip Art

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

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 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.

Thank You Any questions? Wenda Caswell Bev Beattie

References Banfield-Hardaway, S. (2010). Universal instructional design: Tools for creating an inclusive educational experience. The Vermont Connection, 31, Gay, G. (2010). Culturally responsive teaching: Theory, research and practice. (2 nd 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 Book.pdf?goback=.gde_58371_member_ 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. (10 th 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