“Accessibility in Teaching” The Accessibility for Ontarians with Disabilities Act (AODA): Implications for Faculty at Western Purpose 1. Discuss what the Accessibility for Ontarians with Disabilities Act, Standard #1, means for you 2. Identify ways to ensure accessibility in our interactions with students with disabilities. GOAL: An Accessible Ontario by 2025 Now Law: Accessibility Standards for Customer Service Jan. 2010—Public Institutions March 31 2010—Report to Ministry of Community and Social Services Being developed— Accessibility Standards for • Transportation • Information and Communications • Employment • The Built Environment Shift in Perspective: ACCOMMODATION • Disability or problem is in the person • Reactive, individual approach • System unchanged Duty to Accommodate continues ACCESSIBILITY • Problem is in the environment • Proactive; design service & learning, with accessibility in mind • Make the system accessible AODA requires this shift Ways to Shift our Approach from Accommodation to Accessibility Services for Students with Disabilities In 2008/09, SSD served 1157 students with a variety of disabilities UG GRAD • Learning Disability (LD) 412 15 • Attention Deficit Disorders (ADHD) 215 11 • Psychiatric 134 10 • Mobility 121 8 • Chronic Illness 104 11 • Deaf/Hard of Hearing 29 0 • Low Vision / Blind 24 4 • Acquired Brain Injuries 25 2 • Temporary Disabilities 17 0 • Other 5 10 Disabilities: Visible, Invisible, Less Visible, Temporary Our Role Continue to build a culture that welcomes and celebrates diversity in light of – Western’s Guideline Regarding Accessible Goods and Services – Accessibility Standards for Customer Service under the Accessibility for Ontarians with Disabilities Act To learn more: www.accessibility.uwo.ca Accessibility: Our Role To ensure our teaching methods align with the AODA requirements regarding 1. Assistive Devices 2. Service Animals 3. Support Persons 4. Notice of Temporary Disruptions Accessibility: Our Role To ensure our teaching methods align with the AODA requirements regarding 5. Inviting Feedback on Accessibility 6.Documenting Accessible Practices 7. Learning and Tracking the Learning 8. Communicating with Persons with Disabilities Accessibility: Our Role 4. Notice of Temporary Disruptions * 5. Inviting Feedback on Accessibility * 1. Assistive Devices * 2. Service Animals * 8. Communicating with Persons with Disabilities* 3. Support Persons 6.Documenting Accessible Practices 7. Learning and Tracking the Learning Accessibility at Western: Clearing the Path to Success Commitment + Creativity = Accessibility A Sample Challenge • Carl, one of the students in your political science program, wants to take your class. He has a severe speech disability. One third of the term mark for your course depends on the students’ participation in two formal debates. The debate is an essential requirement because a core learning outcome is to be able to demonstrate the ability to think on the spot, quickly organize an argument, and respond persuasively.  What would you do? Discuss. Sample Challenge: Sample Solutions • Work with Carl and SSD to come up with an alternate way to participate (e.g., 1. have him use a laptop to type his responses and project them onto a screen in real time, or 2. have someone else read his ideas as quickly as Carl can write them, or 3. hold the whole debate in a virtual, “chat-room” environment in real time). Commitment + Creativity = Accessibility Video “Accessibility at Western” Questions to Consider • What caught your attention? 2. What are some strategies you have used to help students with disabilities get a good learning experience in your courses? Accessibility: The Foundation Four Principles • Dignity • Independence • Integration • Equal Opportunity Principles of Accessibility in Action: An Example • Alice: grad student, progressive hearing loss; must attend special lecture • Professor doesn’t know where to get a headset • Guest lecturer doesn’t want to be taped • Professor suggests Alice get a student to take notes for her • Discuss: Will this arrangement honour the four principles? Principles of Accessibility in Action: An Example Discuss: What strategy would make this special lecture more accessible? Principles in Action: Can you spot Alice? www.uwo.ca/IP/barrierfree Accessibility: Our Role 4. Notice of Temporary Disruptions * 5. Inviting Feedback on Accessibility * 1. Assistive Devices * 2. Service Animals * 8. Communicating with Persons with Disabilities* 3. Support Persons 6.Documenting Accessible Practices 7. Learning and Tracking the Learning AODA Requirement: Service Disruptions Provide public notice when there is a temporary disruption in those services that are usually used by persons with disabilities to access the University’s goods or services. Indicate: 1) the reason for the disruption 2) the expected duration 3) a description of alternate facilities or services, if available. Local Service Disruptions AODA Requirement: Local Service Disruptions How will we, as a Department or Faculty, communicate local service disruptions, e.g. class cancellations, room changes, office closures? (e.g. using email, website, signage) AODA Requirement: Accessibility Feedback “How are we doing in providing accessible teaching?” • Continue to receive direct feedback • Refer to accessibility@uwo.ca accessibility@uwo.ca www.accessibility.uwo.ca/feedback.htm AODA Requirements: Case Studies Assistive Devices Wheelchairs Walkers, Canes, FM Systems, Recording Devices, Case Study Exercise: #3—Kalesha and Recording Lectures Talk to someone beside you: • How would you approach the conversation about recording lectures? • Assume you do not know about Kalesha’s disability. Note: Students are asked to explain their needs, but are under no obligation to provide details about their disability except to SSD counsellors. Sample Response about Recording Devices A. If recording or the use of laptops is a concern for you, you can head off this difficulty by adding to your course outline/syllabus and repeating at the beginning of your class this statement: “Students must have a good reason to use laptops or recording devices and must request permission from me during my office hours or through email.” Sample Response about Recording Lectures B. If the student uses a recording device without having spoken to you, speak to her privately, remind her of the note on the syllabus and say, “Help me understand how recording my lectures will help you. If the need is disability related, you don’t need to provide details; please just go through SSD to request an academic accommodation.” Sample Response about Recording Lectures C. If you are concerned about the use and disposal of the recorded material, consult Services for Students with Disabilities about establishing a written agreement with the student on these points. AODA Requirements: Case Studies Complex Case Study: Erin Talk with someone beside you: • What are some ways you can help Erin manage note-taking? • What questions or concerns do you have about these strategies? • Keeping a particular course in mind, what would you do about labs and/or field courses for Erin? • What other AODA requirement could help you help Erin? Complex Case Study: Erin Note-taking options: • At the beginning of the course, invite students to volunteer to share their notes with a person who requires assistance with note-taking. Privately, connect Erin and the volunteer. • Put notes or point-form lecture outlines on the course website for Erin to download and add to as you speak • Give Erin permission to record lectures Complex Case Study: Erin Lab options: • Establish a lab partnership between Erin and another student. • Assess if there is a way that a person in a wheelchair can view and reach the equipment. Complex Case Study: Erin Lab options: • Determine need for the service animal; if yes, contact Occupational Health and Safety for a risk assessment. • Determine if Erin can achieve in another way the learning outcomes the lab is intended to support, e.g. observing procedures and interpreting results. Complex Case Study: Erin Field considerations: • Is the field site navigable with a wheelchair? • Would a service animal pose a health and safety risk? • Determine if Erin can achieve in another way the outcomes the field work is intended to support, e.g. participate via remote real-time video transmission, observing procedures and interpreting results. Complex Case Study: Erin AODA Requirement that can help you help Erin: Notice of Service Disruption/Class Cancellation, Room or Venue Change. AODA Requirement: Communicate Effectively Key Requirement: • Interact comfortably with persons with disabilities, taking the disabilities into account in communication and teaching methods Brochure Case Study: #1—Wallace and Classroom Management Talk to someone beside you: • Decide exactly what you would say to Wallace when he starts his insistent and detailed questioning • Assume you do not know about his Asperger’s Syndrome Wallace: Sample Response “Wallace, you’re eager to hear more about this topic. In today’s lecture I’ll be addressing all the points you’ve mentioned. I’ll also be pausing every 20 minutes to ask the class for questions or reflections. Thanks for holding your questions until then.” Repeat as needed and redirect your attention to the rest of the group. Brochure Case Study #2 – Carlos and Your A/V Enhancements Talk with someone beside you: • Considering the strategies suggested in your Booklet, discuss what you would do to ensure Carlos has equal opportunity to experience the learning in the same way and at the same time the rest of the students do. Sample Strategies for Carlos Ask Carlos what measures would be helpful, e.g. • Ensure Carlos sits at the front of the room • Engage Western’s ITRC to add “described video” to your videos • Provide text transcripts of your Powerpoints, ahead of time if necessary, with verbal descriptions of the visuals • Carefully describe in words each visual you use as it comes up in your lecture. Complex Case Study: Joe Talk with a person beside you: 1. What can you do to maintain Joe’s privacy and support his use of a laptop? 2. Joe’s friends: What is the issue here and what should you do? Complex Case Study: Joe 1. Put any expectations you have about laptops and/or recording devices on your syllabus and repeat your expectations aloud at the start of the course. Don’t single Joe out. 2. Talk with Joe in private; ensure he has a seat near an electrical outlet for his laptop Sample Response about Laptops, Recording Devices If recording or the use of laptops is a concern for you, you can head off this difficulty by adding to your course outline/syllabus and repeating at the beginning of your class this statement: “Students must have a good reason to use laptops or recording devices and must request permission from me during my office hours or through email.” Complex Case Study: Joe’s Friends You are not required to assess a student’s needs or to decide on special accommodations based on student or parent information. When students bring accommodation requests that are beyond what you would normally do to provide accessible teaching, refer them to Students with Disabilities. Complex Case Study: Raymond Talk with a person beside you • What would you do to deal with Raymond’s escalated behaviour? 2. What steps could you take to support Raymond in this situation? Complex Case Study: Raymond • Speak with Raymond privately, kindly, patiently, describing to him non-blamefully, what you are observing. Express your concern and willingness to help. • Consult with your Grad Chair about offering a flexible way for Raymond to complete your course; ask your Grad Chair to advise Raymond to talk with Graduate and Post-doctoral Studies about his funding. Resources http://accessibility.uwo.ca/AODA/resources.htm TSC http://www.uwo.ca/tsc SSD http://www.sdc.uwo.ca/ssd/ Stay mindful of who is in your class Take disabilities into account Call on Western’s Resources Ask the student: “What would work for you?” Accessibility There are NO disabilities: Rick Hansen Video Thank you! ACCESSIBILITY AT WESTERN AODA Requirements: Discussion—Questions, Concerns?