The document discusses the accommodation approach versus the universal design approach to accessibility. The accommodation approach views access as an individual problem solved through specialized accommodations, while the universal design approach views access issues as stemming from environmental barriers and aims to design inclusive systems for all users from the outset. It also outlines examples of accommodations commonly provided to students and recommends education about disability studies, universal design, and involving students as ways to transition from an accommodation to universal design approach.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Educating learners with special needs is often the most challenging task of a teacher yet also the most neglected by policy makers and politicians. In most developing countries there is little relevant data to identify the number of disabled children, making it impossible to carry out appropriate interventions
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Educating learners with special needs is often the most challenging task of a teacher yet also the most neglected by policy makers and politicians. In most developing countries there is little relevant data to identify the number of disabled children, making it impossible to carry out appropriate interventions
Inclusive Education & Its Implication in Classroom TeachingRajnish Kumar Arya
For this presentation, in-service Itinerant Teachers were population. Here I tried to cater their needs. Before preparing it, they were given a questionnaire containing 40 items. After analyzing its result I come to know their requirement.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Provost Challenge: Digital Accessibility Centercedarpoint13
The Digital Accessibility Center will provide custom service to our faculty to improve student success with Universal and equal access to course content.
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Higher Education/Public Sector Update: Addressing Autism, Dyslexia, and Neuro...AbilityNet
In this webinar learn from UK university practitioners about their approach to making accessibility improvements for students and staff with neurodivergent conditions including Autism, Asperger's, Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Dyspraxia, Tourette Syndrome and Synaesthesia .
Find out more on AbilityNet's website at: https://abilitynet.org.uk/webinars
Adjusting the Focus: Usability Study Aligns Organization Vision with Communit...Laurie Bennett
One project sponsored by IEEE, two teams of Southern Polytechnic State University graduate students, one structured approach taught by Dr. Carol Barnum, amazing overlapping results. Professor Carol Barnum, together with her graduate students, Laurie Bennett, Jay Jones, and John Weaver present the approach, findings, and recommendations revealed during their usability study conducted for the IEEE website, Engineeringforchange.org. Learn how their different paths taken during the usability study resulted in identifying the same show stopping problem areas.
ECEEE summer study 2011 presentation on using social media to promote energy efficiency research in New Zealand. Panel 8 - Dynamics of Consumption (which I co-led with Michael Ornetzeder)
Snakes and Ladders - Curriculum Design Openings up the Gamejohnroseadams1
Slides from a short presentation given by Claire Eustance from the University of Greenwich on a resource for realising inclusive curriculum design and delivery.
Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Institutional Change at Manchester Metropolitan University - Curriculum Desig...johnroseadams1
Slides from a short presentation made by Peter Bird and Rachel Forsyth of Manchester Metropolitan University on institutional change at the University. Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Louise Morley - Imagining the Inclusive University of the Futurejohnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Setting the Scene - Opening Remarks at the Widening Participation to Postgrad...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
• Widening participation and postgraduate research - Nigel Vincent, The Briti...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Accommodation Approach
Access is a problem for the individual
Access is achieved through
accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004)
5.
6. Accommodation Approach Universal Design Approach
Access is a problem for the individual Access is a problem stemming from the
environment
Access is achieved through The system/environment is designed, to the
accommodations and/or retrofitting greatest extent possible, to be usable by all
Access is retroactive Access is proactive
Access is specialized Access is inclusive
Access is consumable Access is sustainable
Adapted from AHEAD Universal Design Initiative Team (2004)
7.
8. Accommodations
• Alternative test arrangements
• Re-assignment of a class to an accessible location
• Alternative assignments
• Sign language interpreter
• Assistive listening devices
• Laboratory assistant for laboratory classes.
• Course substitution
• Materials provided in alternative print
• Early registration
• Extended time to complete class assignments.
• Permission to tape record lectures.
(Aune, 1998: 189)
9. A comprehensive understanding of disability requires
us to examine thearchitectral institutional
architectural, institutional,
informationaland attitudinal environments that
informational, attitudinal
disabled people encounter. (Kroeger and Schuck,
1993:104)
We must go beyond minima to optima and
institutionalize the concept of universal design... We
must stop thinking “special”, because the consequence
special seperate
of “special” is “separate”.(Kroeger and Schuck,
1993:105, 106)
10.
11. Research Questions
• Changing from one model to another – a success?
• Is the whole institution involved?
• Are service providers seeing their roles change?
• Is Universal Design part of the change? How is it related?
• What does the social model of disability approach look like?
• What are the main issues and considerations?
• What are the challenges and successes?
12.
13. Emerging Themes
• Changing language and • Documenting disability
changing concepts
• Faculty endorsement
• Becoming a collaborator
• Funding
• Becoming an expert
• Student Consultation
• Decentralizing
14. Recommendations
1 Education about disability studies, the social
model, inclusive education and user-led
organizations.
2 Education about the concept of Universal Design
to become experts and resource centres.
3 Involve the students.
4 Build networks with faculty, teaching support
services, administration, facilities staff and
information technology services.
15. Recommendations
5 Review literature and publications, the language
used when communicating with stakeholders
and registration documentation guidelines.
6 Wherever possible, UD should be presented as
one tool for the implementation of the social
model and not the sole solution.
21. What is UDL?
1. Provide Multiple Means 2. Provide Multiple Means 3. Provide Multiple Means
of Representation of Action and Expression of Engagement
Offer alternatives for auditory & Vary methods for response Optimize choice and autonomy
visual info Optimize access to tools and Minimize threats and
assistive technology distractions
Clarify vocab, symbols Use multiple media for Heighten salience of goals
Illustrate through multimedia communication Foster collaboration and
community
Supply background info Support planning & Promote expectations that
Highlight big ideas development optimize motivation
Maximise generalisation Allow for monitoring of progress Develop self-assessment
Adapted from CAST (2011) Universal design for learning guidelines version 2.0.
Wakefield, MA (www.cast.org, www.udlcenter.org)
Editor's Notes
Does anyone need a digital version (USB) or large print copy of the slides?
Sudden recent increase in the volume of students with Disabilities registered at the OSD560 in 2009/2010 – 840 in 2010/2011. 2011/12?Explosion in the diversity of disabilities: the main concerns of our student body are now ‘invisible’ disabilities: Learning Disabilities, ADHD and Mental Health represent the three largest sub-category.Emerging clienteles, identified by the MELS are requiring focus, are starting to appear in Higher Education. There are already half a dozen students with Aspergers and ASD registered. Likelihood is this number will triple in fall 2012. These new clienteles raise important wide scale questions about inclusion.
Examples:Print disables because – without alternate formats (digital) people cannot manipulate text using adaptive tech or carry texts that are heavyOne style of communication for an hour can be disablingVaried responsibilities given to staff so that they can shift attentionDifferent formats of info in case attention to spoken word is inconsistentComplex, text-heavy websites (no illustrations)Building in flexible schedules, not making attendance mandatory unless it’s an objective, providing different media for participating (online, in person, in groups)
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.It looks at the What, How and Why of learning.1 Present information and content in different ways2 Differentiate the ways that students can express what they know3 Stimulate interest and motivation for learning
