1. Accessibility of teaching- learning: handbook and workshop for academic staff Ariella Hellwing Yael Roitman Susie Russak Support Center for Students with Special Needs Beit Berl Academic College, Israel Introduction

2. General thoughts that we hear around campus Theory versus performance. physical accessibility. Budget issue. Time investment. Legislation. Introduction

3. Our working assumptions Circle of Life Implementation process Awareness Proper planning Introduction

4. The structure of our talk ImplementationWorkshopWorkbook Introduction

5. Workbook

6. Presentation of the workbook Why a workbook was neededTable of contentsThe model Workbook

7. The rationale for writing the workbook Responsibility of the institution to be accessible Co-operation with the Instructional Development Center Broad response to different learners including people with disabilities Workbook model based on modules of instruction and not on disabilities Presentation of the self assessment tools to professors for their immediate use based on the Spooner model (2007) Workbook

8. principles that guided the writing process Co-operative writing With professionals from the field With students Implementation goals as integral part of writing process Accessibility of the workbook Auditory visual Workbook

9. Table of contents: instruction-learning workbook Workbook Legislation Accessibility Universal design Challenges in accessibility Dilemmas through case studies College policies and the support center A model for accessibility of instruction and learning – central principles Recommendations based on instructional modules

10. Challenges in accessibility that are addressed in the workbook Workbook Academic freedom Academic standards Affirmative action Academic codes and norms Differences between students

11. score Objective 2 points1 point0 points Discusses three or more modifications of materials to provide equal access to all students; gives clear and precise explanations Discusses one or two modifications of materials to provide equal access, but needs to be explained more in depth No clear description of modifying materials to provide equal access to all students Representation Discusses two or more alternative communication method; gives clear and precise explanations Discusses at least one alternative communication method, but needs to be explained more in depth No clear description of providing alternative communication methods Expression Discusses three or more strategies to involve students with disabilities; gives clear and precise explanations Discusses one or two strategies to involve students with disabilities, but needs to be explained more in depth No clear description of strategies to involve or engage students with disabilities Engagement Workbook Accessibility of instruction – the model and assessment table (Spooner et al, 2007)

12. Workbook Instructional modules and recommendations for making them accessible EngagementExpressionRepresentationLearning modules Ask guiding questions during the lesson Publish syllabus with course expectations and procedures Add an oral explanation to visual materials Frontal lectures Supervise level of participationPlan intermediary tasksEnsure the quality of scanned materials On-line learning Check that everyone can hear and see each other Ensure immediate feedbackProvide summaries of meetingsworkshops Familiarize your self with the individual profiles of each student practical experience Ensure that all students present their work in class Publish the assessment rubrics for the final paper Review rules for academic writingseminars Plan time for breaks during the visitAllow choices among the sitesVerify the location of the visit and ensure it is accessible On-site visits Allow students to work in pairsPublish in advance the schedule for the laboratory Organize all equipment beforehandlaboratory

13. Workshop

14. Principles of building the workshopStructure of the workshopSurveyPractical experienceCase studies and the model - expansionTeaching staff responses to the workshop

15. Workshop Principles for building the workshop Not talking about it but doing it use of the principles of the model in building it Emphasis on components of participation stimulate dialogue discussion relevance practical experience Components of interaction during workshop writing, discussion, sms messaging

16. Workshop Structure of the workshop Opening question clarification regarding positions and agreements regarding accessibility Experiencing what it is like to be a student with disabilities Discussion the importance of accessible instruction Presentation of the topic accessibility - definitions - legislation - situation in Israel Discussion the dilemmas of accessibility in academia - clashing values

17. Workshop Use of surveys through clicker tools

18. Workshop Discussion question: What is the importance of accessible learning and teaching

19. Workshop Example of a case study A student with a visual disability requests to be accommodated during a test by having open materials Content overload vs. exam purity and uniformity Recommended solutions: Help in making the texts accessible, visual organization, transforming to voice files, enlarged texts Focusing and targeting on specific course material Dividing the test materials into two test sections

20. Workshop Components of universal design- the model and assessment table Points Principle 2 points1 point0 points 3 or more Example: 1-2 adaptations Example: No adaptations Example: Representation [Adaptation of learning material] 2 or more Example: At least 1 alternative Example: No preplanning of alternative options Example: Expression [Expression of knowledge/learning throughout course] 3 or more methods Example: 1-2 methods Example: No specified method Example: Engagement [Promotion of student engagement]

21. Workshop Components of universal design- Practice through lesson analysis Representation ExpressionParticipation Choose a course that you teach or plan to teach Choose three activities that you use in the course To which field does each activity belong? Check the table to see if these activities promote accessibility

22. Implementation

23. Implementation process – from the stage of writing the workbook First draft Cooperation with different professional and pilot of workshop Drafting and rewriting the workbook Distribution of the workbook Editing and designing the final workbook Outside consulting, support center staff, students, administrative staff Dean of students, lecturers from the special education department, Head of the department for instructional promotion and director of the library Implementatio n

24. Presenting the workbook as an implementation strategy Outside of the college Head of department for the promotion of instruction Directors of support centers Cooperation with National Social Services Inside the college The department of the promotion of instruction Discussion about implementation with 4 school directors Workshops Educational committees of each of the 4 schools Department heads New lecturers Support Center Study day Learning meetings On-line distribution Implementatio n

25. Challenges of implementation Recruiting veteran lecturers Implementation of the process and long term consideration of the workshop Maintaining relevance of the topic over time Implementatio n

26. Thank you for your attention and participation Ariella Hellwing hellwing@bezeqint.nethellwing@bezeqint.net Yael Roitman yooilr@gmail.comyooilr@gmail.com Susie Russak susie.russak@gmail.comsusie.russak@gmail.com Thank you