3. “The consensus amongst the majority of
participants was that the training provided in
relation to the AODA customer service standard
– a series of online informational slides followed
by mandatory multiple choice quizzes – is highly
ineffective and potentially even detrimental to
accessibility” (Marquis et. al, 2016).
8. This resource for accessible teaching and learning enhancement will be hosted on McMaster
University’s Accessibility Hub, specifically within the Teach tab. The homepage includes sections for
Leaning, Teaching, Creating, Resources, and Contact.
9. Conceptualizing a
resource: The
homepage includes
the mission
statement and a
calendar for events
and workshops
related to
accessible teaching
and learning.
The homepage
contains links to
Research and
Innovation,
Universal Design,
Student
Testimonials,
MIIETL, AODA,
Student
Accessibility
Services, and
Contact
information.
11. Conceptualizing a
resource: The
Forum includes a
comments section
for instructors to
contribute positive
and meaningful
insight on matters
of accessible
teaching practices.
13. TRANSFORM
● Shifting perceptions on the usefulness and usability of technology
● Technological resource supplements proactive and on-going process
● Reflections
14. “New technologies offer us the power to
respond to the multifaceted individual
differences in our student population by
providing more varied media, tools, and
methods. Because of their inherent flexibility,
digital technologies can adjust to learner
difference” (Walters, 2010).
15. “…many participants in the present research advocated for
a discussion-based approach to training that would allow
opportunities to share experiences and discuss
concerns…In spite of the value accorded to face-to-face
discussion, some participants did indicate that online
resources could provide a valuable supplement to in
person workshops, particularly if they could help to
alleviate demands on instructor time (Marquis et al, 2016).
16. Discussion
1. What type of AODA/accessibility training would you benefit from when using a
teaching and learning enhancement resource?
2. What are some ways that AODA/accessibility training could be made more
engaging for instructors, staff, and accessibility workers?
3. What are some ways that AODA/accessibility training could be made more
accessible for instructors, staff, and accessibility workers?
17. References
○ Dolmage, J. (2005). Disability studies pedagogy, usability and universal design. Disabilities Studies
Quarterly, 25(4), DOI: http://dx.doi.org/10.18061/dsq.v25i4.627
○ Marquis, E., Jung, B., Fudge Schormans, A., Lukmanji, S., Wilton, R., and Baptiste, S. (2016).
Developing inclusive educators: Enhancing the accessibility of teaching and learning in higher education.
Submitted for publication in The International Journal for Academic Development.
○ Marquis, E., Fudge Schormans, A., Jung, B., Vietinghoff, C., Wilton, R., and Baptiste, S. (2015-
submitted). Charting the landscape of accessible education for students with disabilities at one Ontario
university. Submitted for publication in The International Journal for Academic Development.
○ Vander Kloet, Marie (2015). Accessibility in teaching assistant training: A critical review of programming
from ontario’s teaching and learning centres. The Canadian Journal for the Scholarship of Teaching and
Learning, 6(2). doi: http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.9
○ Walters, S. (2010) Toward an Accessible Pedagogy: Dis/ability, Multimodality, and Universal Design in
the Technical Communication Classroom, Technical Communication Quarterly, 19:4, 427-454, DOI:
10.1080/10572252.2010.502090
We examine possible barriers to changing attitudes regarding accessibility in teaching and learning resulting from over-reliance on online, AODA compliance-oriented training.
We’ve informed ourselves of current existing AODA legislation, Ontario university faculty training resources, existing attitudinal barriers and research; this information has inspired an innovative and creative strategy to support faculty and instructional staff in incorporating AODA accessibility standards into their pedagogical practices. In doing so, we hope to continue to engage in a transformative process of constant feedback from faculty, students, and accessibility workers, which will ultimately help to define and shape a flexible and growth-oriented strategy for encouraging accessibility in teaching and learning at our institution, as well as an overall positive atmosphere around accessibility.
Informing ourselves of AODA legislation, training resources, and the attitudinal barriers that inhibit accessible education.
Looking at AODA legislation and other research around accessible teaching and learning
Exploring and critiquing similar online resources for accessibility training in education
Receiving feedback from faculty and instructional staff through focus groups
Conceptualizing a resource that incorporates the necessary technological elements as well as faculty input
Impressions on AODA customer service training
Not engaging, easy to click through, and suggests passive learning
Overloading on information
Not specific to user
Inaccessible and visually unappealing
Our impression was that this was not designed for employees with disabilities – assumed audience was ‘able’
Research Process
Using similar online tools for accessibility to inform research design
This particular resource is from Ryerson University
Ryerson Accessibility Resource – Design Critique
Website is constantly maintained through research, legal developments, events on the calendar, social media, etc.
This resource shows potential for community engagement with accessibility
Web-site is attractive, clean and easy to navigate
Unlike some of the other tools that we looked at, this tool was text-light (not too much text)
Different presentation of texts (documents, tweets, videos, titles, etc)
Research Process
Using similar online tools for accessibility to inform research design
This particular resource is from Ryerson University
Ryerson Accessibility Resource – Design Critique
Web-site is constantly maintained through research, legal developments, events on the calendar, social media, etc.
This resource shows potential for community engagement with accessibility
Web-site is attractive, clean and easy to navigate
Not text-heavy, unlike some other tools that we looked at
Different presentation of texts (documents, tweets, videos, titles, etc)
Engaging with Faculty
An integral part of our research process included our discussions with faculty and instructional staff regarding accessible teaching practices. What kind of support can this resource provide in order to enhance accessible teaching practices?
Common themes in these discussions involved the lack of resources; instructors felt that they were ill equipped to change their teaching practices due to an overwhelming workload and a lack of time.
Instructors felt that they were not being acknowledged for the work that they put forth in their accessible teaching practices.
Faculty and staff communicated a need for communication; this includes peer-to-peer communication, which involves a means to share resources and experiences with other instructors
A lack of systematic change; since there is no institutional approach to accessibility, educators are unsure of how to adopt their teaching practices to AODA standards.
Conceptualizing a resource
The Forum serves as a platform for discussions around accessible teaching and learning
Connecting peer-to-peer
Safe space for positive and proactive approaches to accessible teaching practices
Response to faculty need for ‘real-time’ communication
Monitored in order to maintain integrity of platform
