1. Group 2: Representation
1.1. Guidelines: 1. Perception 2. Language and Symbols 3. Building
1.2. 1. Perception: Relating to teaching circumstances: in terms of Perception- being able to see different views on a topic. ensuring that all students have proper access and different views of learning through representation. which makes it important to view a topic or situatino in different viewpoints.
1.3. Relating to teaching circumstances: 2.Language and symbols Inequalities develop when knowledge is delivered to all students using simply one type of representation. Many representations are a crucial teaching method for ensuring availability, simplicity, comprehension, and developing mutual comprehension for every student.
1.4. Relating to teaching circumstances: Building knowledge: Making connections, synthesizing information, asking questions, selective attending, integrating new information with prior knowledge, strategic categorization, and active memorization are some of the active skills that go into creating usable knowledge, or knowledge that can be accessed for future decision-making.
2. Group 3: Action Expression
2.1. Expressive Learner
2.1.1. Diverse Strategic Learners
2.1.2. Teachers provide student with voice
2.1.3. Allowing DI
2.1.4. Different communication styles
3. Group 1 : Engagement
3.1. Learners are engaged differently; some prefer collaboration while others like individual tasks.
3.1.1. Teachers should connect learning to student-centered experiences that are valuable.
3.2. Leaerners can find meaningful connections through their experiences
3.3. Learning is driven by different motivations
3.3.1. One form of engagment is not suited for all learners
3.4. Guidelines and considerations: Welcoming interests and identities, Sustaining efforts and persistence, and lastly emotional capacity
3.4.1. Learning is an ongoing process that requires determination.
3.4.1.1. Fostering a legitimate sense of belonging is important for learners who have been excluded in the past
3.4.2. Emotional capacity - developing awareness of self and others. Engaging in empathy and restoratative practices, as well as the ability to reflect individually and reflectively
3.4.2.1. Opportunties for students to process emotions is important
3.4.3. Effective learning environments help learners intrisic abilities to regulate emotions.
3.5. Sustaining efforts & persistence - developing and exercising skills such as: collaboartion, indepedence, and collective learning. Fostering belonging and community. Offer challenge and support.
3.5.1. Consideration
3.6. Welcoming Interests & Identities - To bring engagement to the learning process, the student's identities must be respected and valued.
3.6.1. Identity is seen accross all three UDL principles
3.6.2. Consideration
4. Attitudinal Organization or Systemic Architectural or physical information or communication Technological
4.1. Attitudinal barriers are actions, beliefsm and assumptions that lead to discrimintation against individuals with disabilities
5. Group 4: Organization and Systemic Barriers
5.1. What are organization and systemic barriers? Polices, procedures and/or practices that unfairly discriminate and prevent individuals from participating and established unintentionally.
5.1.1. Examples: Only allowing in person communication between teacher and student, Not allowing students to express their knowledge in different ways, requirements that are unattainable for everyone
5.1.1.1. What you can do as an educator: Identify and clearly express essential course content and provide flexabilty. Encourage students to speak and be open with you about accessibility issues (in classroom and/or about course).
5.1.1.2. Identify essential course content and give students multiple/flexible options so that they can express their understanding in various ways
5.1.1.3. Encourage conversation about accessibility and accessibility issues in the class
5.1.1.4. Keep the needs of people with disabilities in mind when designing classroom tasks, polices, and procedures
6. Group 6: Technological Barriers
6.1. What is accessibility? Refers to how easily a product, device, service, or environment can be used by all its intended users.
6.1.1. There are 5 identified barriers to accessibility that the Government of Ontario have identified for people with disabilities. The 5 barriers are attitudinal, systematic or organizational, physical or architectural, technological and informational or communications.
6.2. What is a technological barrier? When a device or technological platform is not accessible to its intended audience
6.2.1. Examples include: electronic documents without accessible features, handouts/course materials only available in hard copies, required use of a website that doesnt meet accessibility standards.
6.2.1.1. As educators there are ways we can help remove these barriers. Some examples include: creating digital course packs, using captioned videos and selecting digital textbooks when appropriate
7. Group 5: Information and Communication
7.1. What is it? Information or communications barriers occur when sensory disabilities, such as hearing, seeing or learning disabilities, have not been considered. These barriers relate to both the sending and receiving of information.
7.1.1. Attitudinal
7.1.1.1. Behaviours, perceptions and assumptions that discriminate against persons with disabilities
7.1.1.1.1. Examples: Assuming a person with disability is inferior, Forming ideas based on stereotypes, assuming someone can't understand
7.1.2. Organizational or systemic
7.1.2.1. Polices, procedures, and practices that unfaily discriminates, which unfairly prevents individuals from participating on the task at hand.
7.1.2.1.1. Examples include: office hours conducted only in person; poorly defined learning objectives; not allowing multiple modes to exprss course understanding.
7.1.3. Architectural or physical
7.1.3.1. Elements of buildings or outdoor spaces that create barriers
7.1.3.1.1. Examples: narrow sidewalks or doorways, desks that are too high or low, poor lighting
7.1.4. Technological
7.1.4.1. unaccessible to all SES status' or student abilities (assistive devices etc)
7.1.4.1.1. Ex. unequal amount of tech offered, resources being used don't meet accesibility standards etc
7.1.5. Information or communications
7.1.5.1. Examples include: documents not properly formatted; lectures that are confusing; language that isn't clear; print that is difficult to read
7.2. How can an educator make their course materials accessible?
7.2.1. Making lecture notes, slides, and other handouts accessibleand electronically available to studnets
7.2.2. Consider allowing students to audio-record lectures, or create your own audio podcasts to make them available