1. Group 2: Representation
1.1. Each student percieves information in different ways and each will have a different meaning of the information.
1.1.1. Consideration 1.1: Support Opportunities for Students to Customize the display of the information.
1.1.1.1. Consideration 3.2: Highlight and explore patterns, critical features, big ideas, and relationships - learner recognizing whats important and irrelevant.
1.1.2. It is important to support multiple ways for students to percieve information (descriptions, touch equivalents, physical objects, etc.
1.1.2.1. Connecting prior knowledge, Decoding of Text, Illustrating through Multiple Media, to Real-World issues.
1.2. No means of representation that will be optimal for every learner; providing options for representation is essential within the classroom
1.3. Different Abilities
1.3.1. Valuing Diverse Perspectives and ways of knowing enhances the relevance and accessibility of information.
1.3.1.1. Offering multiple representations supports learners in making connections between concepts, fostering deeper learning.
1.3.1.1.1. Using differing approaches with children experiencing sensory disabilities and learning disabilities and considering how people, cultures, individuals and perspectives are all collectively represented within the content
1.3.1.2. Encourage learners to draw from personal experiences.
1.4. Consideration 3.3: Cultivate multiple ways of knowing and making meaning
1.4.1. Utilize various modes of expression to accommodate different learning styles (e.g., visual aids, storytelling, hands-on activities, or digital tools) to help learners make meaningful connections.
1.4.2. Using accessible materials and sharing information in multiple ways.
1.5. Create opportunities for collaborative learning, where students can share and explore diverse perspectives (e.g., group discussions, peer teaching, or multicultural group projects).
2. Group 3: Action Expression
2.1. Optimize access to materials and assistive materials
2.1.1. 5.1 Using different medias and resources so students can express their knowlodge in their own way.
2.1.1.1. Using physical and online interactive tools.
2.2. Vary and honor the methods for response, navigation, and movement
2.2.1. Use multiple tools for construction, composition and creativity (bitstrips, padlet, etc)
2.2.1.1. Organize info. and resources (support organization and memory using flexible tools)
2.2.1.2. Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)
2.2.2. Build fluencies with graduated support for practice and performance (gradually release scaffolds to support learners)
2.2.2.1. Anticipate and plan for challenges
3. Group 1 : Engagement - Identity plays a crucial role in learning and is embedded across all three Universal Design for Learning (UDL) principles. - Learners' interests and motivations can vary based on the context, with some thriving on spontaneity while others prefer routine. - Preferences for working alone or with peers may also shift from day to day. - Since no single method of engagement works for everyone in all situations, offering multiple options is essential to effectively engage all learners.
3.1. Guidelines & Considerations
3.1.1. Guideline 7: Welcoming Interests and Identities - Honour learners' whole selves
3.1.1.1. 7.1 Optimize choice and autonomy - develop agency in the learning process
3.1.1.2. 7.2 Optimize relevance, value, and authenticity - Connect learning to experiences that are meaningful and valuable.
3.1.1.3. 7.3 Nurture joy and play - Spark joy and playfulness in the learning process.
3.1.1.4. 7.4 Address biases, threats, and distractions - Foster spaces to learn and take risks.
3.1.2. Guideline 8: Sustaining Efforts and Persistence - Tackle challenges with focus and determination.
3.1.2.1. 8.1 Clarify the meaning and purpose of goals - Emphasize the goal and why it matters.
3.1.2.2. 8.2 Optimize challenge and support - Set high expectations using flexible tools and supports.
3.1.2.3. 8.3 Foster collaboration, interdependence, and collective learning - Learn from and with one another.
3.1.2.4. 8.4 Foster belonging and community - Cultivate spaces where learners are wanted and where learners want to be.
3.1.2.5. 8.5 Offer action-oriented feedback - Guide learning by emphasizing the role of effort and process.
3.1.3. Guideline 9: Emotional Capacity - Harness the power of emotions and motivation in learning.
3.1.3.1. 9.1 Recognize Expectations, Beliefs, and Motivations - Set goals that inspire confidence and ownership of learning.
3.1.3.2. 9.2 Develop Awareness of Self and Others - Develop and manage healthy emotional responses and interactions.
3.1.3.3. 9.3 Promote Individual & Collective Reflection - Increase awareness around progress toward goals and how to learn from mistakes.
3.1.3.4. 9.4 Cultivate Empathy & Restoratative Practices - Learn from others’ perspectives and repair harm.
4. Group 4: Organization and Systemic Barriers
4.1. Technological Barrier
4.1.1. Technological barriers occur when a device or technological platform is not accessible to its intended audience or cannot be used with assistive devices
4.1.1.1. Ex. E-docs without accessibility features
4.1.1.2. Ex. Handouts and course materials only being in hard copies
4.1.1.2.1. Removing Barriers
4.1.1.3. Ex. Students being required to use websites that do not meet accessibility standards
4.2. Attitudinal
4.2.1. Behaviours and assumptions that discriminate against people with disabilities
4.2.1.1. Ex. Assuming someone with a disability cannot understand you
4.2.1.1.1. To avoid this, teachers can have open diologue with students with disabilities about the best ways to communicate and support them
4.2.1.2. Ex. Making a person feel like you are doing them a favour by setting up accomidations for them
4.2.1.2.1. To avoid this, teachers can be respectful towards students with disabilities and ensure that accomidations are met to meet the needs of students
4.3. Organizational and systematic barriers
4.3.1. - Policies, procedures, and practices that unfairly discriminate indivdiuals from fully engaging in activities (in or outside of school)
4.3.1.1. Examples: rigid course loads, in-person-only office hours, unclear learning objectives, single-method assessments.
4.3.1.1.1. Solutions: Clearly define course content, allow multiple expressions of understanding, encourage dialogue on accessibility, design inclusively, provide flexibility
4.4. Architectural or Physical
4.4.1. Physical barriers that take away ability or create challenges for individuals.
4.4.1.1. Examples include doorways that are too narrow for wheelchairs
4.4.1.1.1. As educators we will be unable to change the architectural enviornment but there are steps we can take to assist with accessability.
5. Group 6: Technological Barriers
5.1. device or platform is not accessible to intended audience
5.1.1. cannot be used with assistive devices (ie. text to speech, etc)
5.2. technology barriers are often related to information and communication barriers
5.2.1. ex: electronic documents without accessibility features
5.2.2. coursework that is only provided in hard copy
5.2.3. requiring students to use websites that don't meet accessibility standards
5.2.4. websites without screen reading features
5.3. ways to remove technological barriers
5.3.1. use digitial texts where approriate
5.3.2. digital course packs
5.3.3. captioned videos or images, provide transcripts of audio files, use subtitles, etc.
6. Group 5: Information and Communication
6.1. Accessibility: “Degree to which a product, device, service, on environment is available to be used by all intended audiences.” • There are five accessibility barriers as stated by the Government of Ontario • According to the Ontario Human Rights Code, teachers have a responsibility to accommodate students with disabilities • According to the Accessibility for Ontarians with Disabilities Act, teachers have a responsibility to learn about accessibility for persons with disabilities • Teachers have the responsibility to be mindful of barriers that affect student learning and educational opportunities as well as remove the barriers that are within their control.
6.1.1. Attitudinal Barriers: Negative assumptions, attitudes, and behaviours towards disabled individuals to discriminate against them. This can lead to misconceptions about disabilities due to a lack of understanding Examples include perceiving them as inferior, believing and reinforcing stereotypes, or providing accommodations is viewed as doing them a “special favour.” There are a few different ways that teachers can remove attitudinal barriers in their classrooms. Avoiding making assumptions about students with disabilities, give students with disabilities the opportunity to voice their opinions about what may be “disabling” in your classroom, respect their privacy, and implement appropriate accommodations in good faith.
6.1.2. Information or communication barriers occur when sensory disabilities, such as hearing, seeing or learning disabilities, have not been considered.
6.1.2.1. examples: unclear language, too small print, uncaptioned videos, and poorly organized lectures.
6.1.3. Teachers have autonomy in selecting, creating and distributing course materials and thus it is a responsibility to make course materials available in multiple formats, and make each format accessible to the greatest number of students.
6.1.3.1. examples: make lecture notes, handout and slides electronically available, allow audio lectures, and ensure a well organized complete syllabus.