universal instructional design for information literacy workshops

Universal Instructional Design for Information Literacy Workshops

Paula Clark

MISt Candidate, ’08paula.clark@utoronto.ca

Faculty of Information Studies, UofT

Information Literacy Final Presentation

Ontario Ministry of Training,Colleges & Universities: Learning Opportunities Task Force, 1997-2002

Definition of a “Learning Disability”

“Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding, organization, or use of verbal and/or non-verbal information. These disorders result from one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning.

(LOTF 2001)

Models for Learning Disability

Medical or Psychological learning disability as an individual pathology success stems from effort identity as the ‘rugged individual’

Milva Loprestic, review of Dudley-Maring’s article: “The Social Construction of Disability”

University of Toronto Accessibility Services “The mission of Accessibility Services (St. George

Campus) is to facilitate the inclusion of students with disabilities into all aspects of university life. Our focus is on skills development, especially in the areas of self-advocacy and academic skills. Services are provided to students with a documented disability, be it physical, sensory, a learning disability or a mental health condition, temporary or long-term.”

Retrieved from: http://www.studentlife.utoronto.ca/accessibility.htm Dec. 3 rd, 2007

York University “The Learning Disabilities Program (LDP) is one of

the programs offered by the Counselling & Development Centre at York University. The primary goal of the LDP is to provide educational support to university students with documented learning disabilities.”

Retrieved from http://www.yorku.ca/cdc/ldp/ Dec. 3rd, 2007

Models for Learning Disability

Social focus on context and community learning disability as socially constructed, as

‘organizational pathology’ (Skrtic, 1999)

discourses and social interactions constructing multiple identities (Dudley-Marling, 2004)

Ontario Human Rights Commission: Consultation Report (2003)

The Opportunity to Succeed: Achieving Barrier Free

Education for Students with Disabilities

Key Barriers to Access: inadequate funding physical inaccessibility cumbersome and time-consuming accommodation processes negative attitudes and stereotypes a lack of understanding of the rights and responsibilities of all

parties under the Code and Commission policy.

Ontario Human Rights Commission: Consultation Report (2003)

How to create a hospitable environment?

Educate faculty and staff Design needed facilities, services, policies, etc.

inclusively Accommodations processes must be clearly

communicated Accommodations must be respectful and maintain

high standards for full inclusion Cover costs of the accommodation, short of undue

hardship

University of Guelph“The University of Guelph is committed to

eliminating discrimination against individuals with disabilities and to creating and maintaining a barrier-free University community.”

Retrieved from: http://www.uoguelph.ca/accessibility/

Dec 3rd 2007

Universal Instructional Design

originated in the field of architecture to address needs of people with disabilities

retrofitting was the first solution adjustments were useful for the whole

population

Universal Instructional Design

“The essence of [UID] is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences … the ‘universal’ in [UID] does not imply a single solution for everyone, but rather it underscores the need for inherently flexible,customizable content, assignments and activities”

(Rose D and Meyer A., 2000)

Universal Instructional Design shared accountability entitled to instruction that meets their diverse

abilities and styles diversity is recognized and success is supported cooperative learning. increasing interaction between teachers and students. form and format developing variety and flexibility (Jim Bryson – LDAO Newsletter – 2003)

Demographics justifying Universal Instructional Design (Bryson, 2003)

How to do it? Wiki resources.

Other learning tools

Personal narratives

Dr. Chun Resource Library

Quick exercise review the Sample Accommodation Grid name one aspect of your workshop that you

could immediately adjust for Universal Instructional Design

Key Points be aware of the legislation (OZONE) know your institution think about the different learning disability

models and have a plan

Conclusion

"Why are the rest of our classes not delivered this way?"

Retrieved Dec 4th, 2007 from: http://en.wikipedia.org/wiki/Universal_Design_for_Learning#University_of_Guelph (Wikipedia entry on Universal Design for Learning)

Thank you!

Paula Clark

MISt Candidate

paula.clark@utoronto.ca