A Model for Inclusive Teaching Practices in Higher Education: Context, Roles and Strategies to Enhance Students’ Learning Experience Jean-Pascal Beaudoin

Centre for University Teaching, University of Ottawa Inclusive Teaching Practices ISA 2014

Presentation Outline

 Context  Characteristics of Inclusive Teaching Practices  Barriers to learning and the roles of instructors  Strategies to transition to a more proactive approach to teaching  Key messages

Context

Characteristics

of the

MITPHE Roles of Instructors Strategies

Diversity? Inclusion? Accessibility?

Diversity: Individual characteristics that make a person unique.

Inclusion: Consideration of diversity in student educator interactions and in teaching practices. Accessibility: Removal of barriers for students with disabilities and support of students in reaching their full potential. Inclusive Teaching Practices 2013

AODA

 Accessibility for Ontarians with Disabilities Act (2005)  Article 16: Training for Educators at College and University Levels to design accessible educational material  January 1 st , 2013

An opportunity to reflect on one’s teaching practices

Inclusive Teaching Practices ISA2014

Students with Disabilities on Campus

Type of disabilities among students registered with uOttawa’s Access Service (2012-2013) 35% 28% 30% 25% 26% 20% 15% 10% 5% 0% 18% 11% 7% 3% 3% 2% 1 2 3 4 5 6 7 8 Inclusive Teaching Practices 2013

Impact of Disability on Learning

How the following: • Input, information processing and output • Attention and concentration • Task completion and organization • Self-regulation, social interactions and behaviour • Stamina; Level of energy and stress management May impact: • Understanding of content • Structuring of learning (e.g. note taking, studying habits) • Engaging and participating in class • Performing on exams or term papers • Meeting course requirements Inclusive Teaching Practices 2013

Issues and Impacts

Receiving support = Stigma (Label) Non-visible disabilities = Scepticism = No support No support = Limited success No accessible material = Limited success Limited variety of teaching methods = Limited success Technologies = Barriers to overcome Barriers = Limit full potential Inclusive Teaching Practices ISA2014

Variability The myth of the average learner Diversity is the norm, not the exception!

Variability = Diverse ways of learning

Inclusive Teaching Practices 2013

How Would you Foster Variability and Remove Barriers to Learning?

Source of Picture Inclusive Teaching Practices 2013

Equity

Source of Picture Inclusive Teaching Practices ISA2014

Context

Components

of the

M

ITPHE

Roles of Instructors Strategies

Model for InclusiveTeaching Practices in Higher Education (MITPHE)

Planning ahead for

a variety of learning needs

instead of reacting to

a few expressed needs.

Inclusion supports shift in roles Reflective Practice & Welcoming Varied Teaching Methods

Inclusion

Improved learning experience for all students Active & Engaging Learning ISA2014 © CUT-TLSS, uOttawa, 2013

MITPHE allow professors to:

Consider differences Minimize barriers Support full potential Maintain academic standards and high expectations / But be flexible in how students can demonstrate their understanding of content Show responsibility as good citizens (charters & AODA) / Reflect on their teaching competencies and their role in supporting learning Pratiques d'enseignement inclusives ISA2014

Context ITP Characteristics

Roles of Instructors

Strategies

Context + MITPHE = Roles for Instructors

When taking into consideration:        AODA Diversity Barriers to learning Issues and Impacts Variability Equity MITPHE Roles for instructors emerge...

Inclusive Teaching Practices ISA2014

Roles of Instructors

Take diversity into account • Start a dialogue: syllabus, first class Remove barriers to learning • Design for a variety of ways of learning (variability): • Reflect on your practice • Vary activities and offer choices • Design accessible material Support full potential and provide fair opportunities for success •Support students: Guide / refer Inclusive Teaching Practices ISA 2014

Context Characteristics of the MITPHE Roles of Instructors

Strategies

Key Strategy Clusters for Inclusive Teaching 1

Ask yourself questions about goals, learning needs and teaching methods • What are students expected to know, do, or value at the completion of this course? • How do my strategies for assessment reflect key learning outcomes ?

• How do I factor in individual differences?

Vary your teaching methods • In the way you prepare material; • In the way you structure / format each class; • In the way you deliver material.

Inclusive Teaching Practices ISA2014

Key Strategy Clusters for Inclusive Teaching 2

Offer choices as to how students can demonstrate their understanding of the content (evaluation) • e.g. Work submitted in writing or on audio file; • e.g. Oral presentation, live or by pre-recorded video; • e.g. Poster, pamphlet, blog or video clip Provide

accessible

written or online materials in PDF, MS Word, and PowerPoint • Use programs’ imbedded accessibility features r.e. Increase efficiency of Screen Reader Devices ; • Structure the material for congruence and ease of reading and understanding; Inclusive Teaching Practices ISA2014

Examples of Specific Strategies

Put notice in syllabus, open dialogue in first class Share lesson plan before class Face students, use a microphone, walk the room Contextualize, summarize, reframe Describe images and graphics Ask for feedback Inclusive Teaching Practices ISA2014

Accessibility of Educational Material

1. Written Documents: • e.g. course notes, handouts, case study or exercise sheets • Accessibility features in MS Word and Adobe PDF (tag level of text, Alt Text, tag tables, accessibility checker…) 2. PowerPoint Presentations: • Contrast, animation, and reading order 3. Video Clips: • Close-captions or transcription Inclusive Teaching Practices ISA2014

Guides to Inclusive Teaching

Link to COU Guide (click on “General Tools”) Link to the Implementation of Strategies Checklist Link to SASS Guide Inclusive Teaching Practices ISA2014

uOttawa Resources on Accessibility Link to uOttawa Accessibility Website

Key Messages to Instructors 1

1 – AODA – article 16: Duty to design educational material and learning activities in an accessible format; 2- In your context, how would you foster variability and remove barriers to learning? Remember: Diversity is the norm, not the exception Fairness rather then sameness No need to reinvent the wheel: Start small and grow… Inclusive Teaching Practices ISA2014

Key Messages to Instructors 2

3- MITPHE: Be sensitive to a variety of learning needs Be proactive in designing and delivering material And facilitate learning using best practices in education For the benefit of all students 4- Strategies: Reflect Vary Differentiate Communicate effectively Inclusive Teaching Practices ISA2014

References

       Belch, H. (2004). Retention and students with disabilities. Journal of College Student Retention, 6, 3-22.

Burgstahler, S., & Cory, R. (2008). Universal design in higher education: from principles to practice. Cambridge, MA: Harvard Education Press.

Hindes, Y., & Mather, J. (2007). Inclusive education at the post-secondary level: Attitudes of students and professors. Exceptionality Education Canada, 17(1), 107-127.

Ouellett, M. L. (2004). Faculty Development and Universal Instructional Design. Equity & Excellence in Education, 37: 135-144.

Shaw, J. (2010). The diversity paradox: does student diversity enhance or challenge excellence? Journal of Further and Higher Education, 33, 4, 321-331.

Vukovic, B. (2012). Promoting Accessible Learning Environments: Faculty Disability Awareness and Development in Higher Education. Unpublished.

And many others… Inclusive Teaching Practices ISA2014

Wishing to take this further?

      Jean-Pascal Beaudoin Centre for University Teaching Teaching and Learning Support Service University of Ottawta [email protected]

613-562-5800 ext. 2428

Acknowledgement

:  Boris Vukovic , Paul Menton Centre for Students with Disabilities, Carleton University (sharing of documents and expertise).

 Nancy Neumann (sharing , Access Service, Student Academic Success Service, University of Ottawa of data and expertise).