Transcript Atelier bilan 2013

Universal Design for Learning in
Action !
« Ce qui peut être aidant pour un étudiant ayant des
troubles d’apprentissage peut l’être pour les autres
étudiants. »
« What can be helpful for a student with disabilities can be
beneficial for other students. »
Dubé, Sénécal, Pédagogie collégiale, vol.23, #1, automne 2009

Universal Design in Action
Presentation Outline
 Universal Design
 Facts
 Theory
 Learning Disabilities
 Survey results
 Summary F12, W13, F13
 F13
 Transferring the model
 Discussion
Changing Demographics
Colleges
Total
2007 (trad.)
(emerging)
TOTAL
726
577
1303
2008 (trad.)
(emerging)
Total
1036
1143
2179
2009 (trad.)
(emerging)
Total
975
2092
3067
2010 (trad.)
(emerging)
Total
1203
2977
4180
2011 (trad.)
(emerging)
Total
1628
4080
5708
2012 (trad.)
Emerging
TOTAL
1994
5593
7587
Diversity in the Classroom
A portrait of college students

Mother tongue

Cultural background
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Age
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Gender
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Learning style

Prior academic / personal experience

Strengths and weaknesses
Our Educational System
Accommodation Approach
Universal Design Approach
Medical Model
Social Model
Access is a problem for the individual
Access is a problem stemming from the
environment
Access is achieved through accommodations
The system/environment is designed, to the
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), Heather Mole, McGill University, AQICESH, 2012
Universal Design
The Neurological Foundation
UDL = flexibility
Provide Multiple Means of Representation
 - flexibility in the way in which information is presented
Provide Multiple Means of Action & Expression
 - flexibility in the way students respond or demonstrate
knowledge and skills
Provide Multiple Means of Engagement
 - flexibility in the ways students are engaged…
Learning disabilities in the classroom
 Greater cognitive effort/fatigue
 Anxiety
 Information processing
 Organisational difficulties
 Reading difficulties
 Oral communication
Survey Results
 Student Surveys Fall 2013
 Confidential survey
 Omnivox survey sent to F2013 students (four groups of
Basic French, block A )
 37% rate of response, n=22
 Questions re : level of satisfaction regarding tools and
methods used in class throughout the term
 Profile of respondants
 5 from Upgrading
 7 repeating Basic French, block A
 6 from High school
Summary of survey results
Fall 2012, Winter 2013, Fall 2013
Universal Design Tools
Extensive reading=new words
Journal=improved writing skills
F13
PPT in advance=useful for
preparing for class
W13
F12
Mind maps
0
20
40
60
80
100
Percentage of student satisfaction
Summary of survey results
Universal Design Tools
Fall 2012, Winter 2013, Fall 2013
Reading aloud=helpful
Antidote=grammar rules
F13
Antidote=facilitated writing
W13
F12
Guide d'autocorrection=useful
0
20
40
60
80
100
Percentage of student satisfaction
Student Survey
 PPT sent in advance
 94% felt it was useful in preparation for class (very,
somewhat, a little)
 100% felt it was useful for in-class work (very, somewhat,
a little)
 Benefits for students
 Useful with notetaking : 90%
 Helps to study : 79%
 Theory more understandable : 68%
 Course easier to follow: 68%
Student Survey
 Reading instructions aloud
 Helps to better understand test instructions and
questions
 Essays 83%
 Readings 83%
 Listening comprehension 83%
 Benefits of reading text
 Helps to better understand questions 83%
 Helps to better understand the text 78%
Student Survey
 Antidote
 81% were not familiar with Antidote
 94% found the writing process easier
 75%, using Antidote, gained a better understanding of
grammar rules
 Comments
 The dictionaries rock !! So do all the little features on the
side you run into if you adventure.
 Using Antidote for the first time it was all new but I did
discover that you can learn to correct mistakes but also
see why it is mistake
Student Survey
 Mind Maps
 37% felt that it helped their learning (a lot,
somewhat)
 63% felt that it helped their learning (a little, not at
all)

Comments
 I found the mind maps and pictures are not helpful at
all, and instead of making them I prefer to organize
the content and transfert them into a structured table
Universal Design :
Applications and Summary
 Multiple means of representation
 Course outline; PPT; mind maps; lab. access;
computers in classroom; rhythm
 Multiple means of expression
 Varied evaluations; recorded readings; self-
correction guide; memory-aid; mind maps;
alternative evaluations, allotted time
 Multiple means of engagement
 Mind maps; journal writing; self-correction guide;
extensive reading; class forum, blog, allotted
time/rhythm
The Nine Principles of UDI –
Teacher’s point of view

1. Course material accessible by
Internet or Email = PPT in advance

6. Facilitate computer use in class =
Antidote

2. Flexibility of learning and study
strategies = mindmaps

7. Size and space appropriate for
use

3. Clear instructions and use of
simple tools = vocabulary

8. Community of learners = forum,
team work

4. Diversified pedagogical material
= font

9. Instructional climate designed to
be welcoming and inclusive =
journal de bord

5. Evaluate targeted competencies
= guide d’autocorrection
Transferring the model
 Case studies
 Transfer of the model

Anymore questions ?

Which principle would you
first apply?
Point d'interrogation, Jean-pierre Desclozeaux tiré de : Une psychanalyse, pourquoi ? de R. PERRON.
Mediagraphy
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Universal Design for Learning (UDL)
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AHEAD Universal Design Initiative Team (2004), traduit du travail de
Heather Mole, Université de McGill
Higher Education Opportunity Act, 2008.
DUBÉ, France et Marie-Neige SÉNÉCAL (automne 2009). Les
troubles d'apprentissage au postsecondaire: de la reconnaissance
des besoins à l'organisation des services, Montréal : UQÀM,
Pédagogie collégiale, vol.23, #1.
DUCHARME, Daniel et Karina MONTMINY (2012).
L’accommodement des étudiants et étudiantes en situation de
handicap dans les établissements d’enseignement collégial,
Québec : Avis de la Commission des droits de la personne et des
droits de la jeunesse (CDPDJ), 224 p.
MCGUIRE, Joan, SCOTT, Sally et Stan SHAW (2003). “Universal
Design for Instruction: The Paradigm, Its Principles, and Products for
Enhancing Instructional Access”, Journal of Postsecondary Education
and Disability, 17(1), pp. 11-21.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
 UDL
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MEADOWS, Jocelynn, PRUD’HOMME, Annie-Claude et Jean-Pierre
Lamontagne (automne 2010). La conception universelle de
l’apprentissage: des stratégies pédagogiques proactives pour aider
les étudiants… et les enseignants!, cégep de Rimouski,
Développement pédagogique, Pédagotrucs 37, vol. 9, #1.
http://www4.cegeprimouski.qc.ca/pages/cegep/documents/pedagotrucs/no37.pdf
MOLE, Heather (juin 2012). Universal Design and the Inclusive
Classroom, Montréal : Université McGill, Colloque de l’AQICESH.
Revue Pédagogie collégiale, Dossier – situations de handicap et
enseignement supérieur, vol.25,#4, été 2012, p.4 à 44.
www.cast.org (Center for Applied Special Technology)
www.ahead.org (Association on Higher Education And Disability)
http://www.cdc.qc.ca/ped_coll/pdf/dube-senecal-23-1.pdf
http://www.facultyware.uconn.edu/files/udi2_fact_sheet.pdf
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
 UDL
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PRUD’HOMME, Julien (2013). La conception universelle de
l’apprentissage (Universal Design) et sa mise en œuvre, Enjeux 2.2,
Capres,
 ROSE David H. et Anne MEYER (2002). Teaching every student in the
digital age: Universal design for learning. Alexandria : Association
for Supervision and Curriculum Development.
 ROSE, David H. et Anne MEYER (sous la direction de) (2006). A
Practical Reader in Universal Design for Learning, Cambridge :
Harvard Education Press.
 ROUSSEAU, Nadia et Stéphane THIBODEAU (2011). S’approprier
une pratique inclusive: regard sur le sentiment de compétence
de trois équipes-écoles au coeur d’un processus de changement
[Numéro thématique : Valorisation de la diversité en
éducation : réflexion, états de connaissances, pistes d'action et
défis contemporains (sous la direction de L. Prud'homme, S.
Ramel et R. Vienneau)], XXXIX (2), pp.145-164.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
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UDL
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ROUSSEAU, Nadia et Stéphanie BÉLANGER (dir.) (2004). La
pédagogie de l’inclusion scolaire, Québec : Presses de l’Université
du Québec, Collection Éducation/Intervention.
STANKÉ, Brigitte et Nadia ROUSSEAU (2013). La
dyslexie‐dysorthographie: mythes, préjugés et réalité, Congrès
AQETA, mars 2013.
TREMBLAY, Stéphanie (2013). La conception universelle de
l’apprentissage en enseignement supérieur : Principes, applications
et approches connexes, Revue de literature, Montréal : projet
interordres sur les applications pédagogiques de la conception
universelles de l’apprentissage, 62 p.
TRÉPANIER, Nathalie et Mélanie PARÉ (dir.) (2010). Des modèles de
service pour favoriser l’intégration scolaire, Québec : Presses de
l’Université du Québec.
TOMLINSON, Carol (1999). The differentiated classroom:
Responding to the needs of all learners. Alexandria : Association for
Supervision and Curriculum Development.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
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Learning Disabilities
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DUBOIS, Mireille et Julie ROBERGE (2010). Troubles d’apprentissage:
pour comprendre et intervenir au cégep, CCDMD.
MACÉ, Anne-Laure et France LANDRY (février 2012). Efficacité des
mesures de soutien chez les populations émergentes au niveau
postsecondaire: ce que la recherche nous dit!, CÉSAR, Université de
Montréal, Service de soutien à l’apprentissage, Université du Québec,
Comité Interordres.
Projet Interordres sur l’intégration à l’enseignement supérieur des
nouvelles populations en situation de handicap. Stratégies pédagogiques
favorisant la réussite des nouvelles populations étudiantes en situation
de handicap et moyens susceptibles d’amener les professeurs d’exprimer
leurs besoins à l’endroit du soutien pédagogique de ces populations.
Revue de littérature, Comité Interordres Nouvelles, Décembre 2011.
http://www.inserm.fr/thematiques/neurosciences-sciences-cognitivesneurologie-psychiatrie/dossiers-d-information/troubles-desapprentissages-dyslexie-dysorthographie-dyscalculie
Association québécoise des troubles d’apprentissages (AQETA),
www.aqeta.qc.ca (En ligne). Site web pour s’informer sur les troubles
d’apprentissage.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
References

Alice Havel
[email protected]

Susie Wileman
[email protected]

Effie Konstantinopoulos
[email protected]

Laure Galipeau
[email protected]

Catherine Soleil
[email protected]