Accessibility Awareness Training for Educators AODA (2005)

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Centre for Human Rights, Equity Diversity HR
Services
Accessibility Awareness Training for
EducatorsAODA (2005)
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Acknowledgements
The following training module was developed with
input from members of the following Colleges
Algonquin College, George Brown College, Seneca
and St. Lawrence College. The members of the
development team are Olga Dosis, AODA
Coordinator, George Brown College, Project
Lead Karen Coffey, AODA Advisor, Algonquin
College Danielle Gravel, Human Resource
Consultant, La Cité Collégial Ingrid Ali,
Diversity and Equity Consultant, Seneca
College Eleanor Condra, First Generation
Coordinator, Professor Community Services, St.
Lawrence College This training module was
revised by members of the Centre for Human
Rights, Equity Diversity HR Services at
Humber College.
This document is available in alternate format
upon request
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January 2013
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Goal of the Training
The goal of this training is to provide Humber
employees who are responsible for the design,
delivery and/or instruction of courses with
strategies to enhance accessible teaching methods
as a way to enrich the learning experience for
students with disabilities.
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Objectives

• Provide an overview of the Accessibility for
  Ontarians with Disabilities Act (2005) and the
  Integrated Accessibility Standards Regulations
  and their impact on program and course design,
  delivery and instruction.
• Identify barriers that students with disabilities
  may face in accessing education.
• Provide strategies for improving students
  learning experience.
• Outline the principles of Universal Design for
  Learning as a framework for accessible education
  that prevents and removes barriers in the
  learning environment.
• Provide resources to assist in increasing
  accessibility in the classroom.

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Agenda

• Committing to Accessibility
• Accessibility for Ontarians with Disabilities Act
  (AODA), 2005
• Integrated Accessibility Standards Regulation
  (IASR), 2011
• Section 16 Training to Educators
• Supporting Students with Disabilities
• Definition of disability
• Equal opportunities for and access to learning
• Access through individualized accommodations
• Providing individual academic accommodations
• Moving from Accommodations to Accessible
  Education
• Establishing accessibility standards to prevent
  and remove barriers
• Strategies to prevent and remove barriers in the
  learning environment
• Building on principles of effective teaching and
  learning
• Proactive approach to preventing and removing
  barriers in the learning environment
• Advantages of Accessible Education
• Considering Universal Design for Learning as a
  Framework for Accessible Education

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Committing to AccessibilityThis training will
begin with a brief overview of legislative
requirements under the Accessibility for
Ontarians with Disabilities Act (2005). The first
section will highlight the following 1.
Accessibility for Ontarians with Disabilities Act
(AODA), 20052. Integrated Accessibility
Standards Regulation (IASR), 20113. Section 16
Training to Educators
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1. Accessibility for Ontarians with Disabilities
Act, 2005The Act obliges organizations in the
public and private sectors to remove and prevent
barriers for people with disabilities in five
areas customer service, information and
communications, transportation, employment and
the built environment.

• 2. Integrated Accessibility Standards
  Regulation (IASR)
• The IASR harmonizes the customer service
  standards, that became law in 2008,
  with accessibility standards in the areas of
  information and communications, employment, and
  transportation. Businesses and organizations are
  required to meet compliance deadlines beginning
  in 2011 until 2025.
• The IASR contains specific requirements to ensure
  accessibility for people with disabilities to the
  services, programs and courses provided by
  educational and training institutions in Ontario
  such as colleges.

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3. Section 16 Training to Educators
Section 16 of the Integrated Accessibility
Standards Regulation Training to Educators
requirement states the following
Section 16 of the Integrated
Accessibility Standards Regulation requires
Ontario colleges to provide accessibility
awareness training to educators and all employees
who are involved in course design, delivery and
instruction.
school boards or educational or training
institutions shall provide educators with
accessibility awareness training related to
accessible program or course delivery and
instruction. O. Reg. 191/11, s. (16) The
compliance date for this requirement is January
1, 2013
This training has been designed to meet Humbers
obligation under Section 16 Training to
Educators requirement.
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Are you committed to increasing accessibility for
persons with disabilities?
To enhance your knowledge of supporting students
with disabilities, please proceed to the
following slide.
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Supporting Students with DisabilitiesThis
section will review the following 1. Definition
of disability 2. Equal opportunities for and
access to learning3. Access through
individualized accommodations4. Providing
individual academic accommodations
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1. Definition of Disability
The Integrated Accessibility Standards Regulation
uses the definition of disability contained in
the Human Rights Code (1962) which states the
following

• A disability may be
• visible
• invisible
• temporary
• permanent

• Any degree of physical disability, infirmity,
  malformation or disfigurement caused by bodily
  injury, birth defect or illness.
• A condition of mental impairment or a
  developmental disability.
• A learning disability or a dysfunction in one or
  more of the processes involved in understanding
  or using symbols or spoken language.
• A mental disorder.
• An injury or disability for which benefits were
  claimed or received under the insurance plan
  established under the Workplace Safety
  Insurance Act, 1997.
• Ontario Human Rights Code (1962)

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2. Equal Opportunities for and Equal Access to
Learning
There are four principles that guide equal
opportunities for and equal access to learning
for student with disabilities. The four
principles are listed below.
Humber College is committed to providing all its
service in accordance with the principles
outlined above, including the provision of
academic accommodation.
Source Understanding the AODA and the
Accessibility Standards for Customer Service.
http//www.aoda.utoronto.ca/ascs/COU-ASCS-Module-1
-HTML/30.html. Accessibility in Teaching
Strategies and Requirements for Supporting an
Accessible Learning Environment
http//accessibility.uwo.ca/AODA/Accessibility_in_
Teaching_brochure.htm
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3. Access Through Individualized Academic
Accommodations

• Students with disabilities have the right to
  academic accommodations that meet their
  individual needs. The Ontario Human Rights Code,
  1962 (Code) provides for equal rights and
  opportunities and freedom from discrimination for
  people with disabilities.
• As required by the Code, colleges already provide
  individual academic accommodations, such as
  adaptive measures or supports, to give students
  with disabilities equitable access to the same
  education as others in their program of study.
• Common examples of academic accommodations
  include
• extending the time allotted for a test
• arranging for a note-taker during classes
• using text-to-voice translation software for
  course materials

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4. Providing Individual Academic Accommodations
Providing academic accommodations is a shared
responsibility between the education provider and
the student with a disability. Each party has a
responsibility to cooperatively engage in the
accommodation process, share information, and
participate in the development of potential
accommodation solutions. The table below outlines
the responsibilities that the education providers
and students with disabilities have during the
accommodation process.
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4. Providing Individual Academic Accommodations
It is a good practice for educators to request
that students come forward in private to discuss
their accommodation needs. It is the student's
responsibility to inform the educator of their
need for accommodation. If a student discloses
that they require an accommodation, educators
should refer students to Disability Services so
that they are fully informed of their
responsibilities and rights as a student with a
disability. Students who require accommodation
must present educators with a Memo to Faculty,
issued by Disability Services, in order to meet
their obligation for participating in the
accommodation process as outlined in the Ontario
Human Rights Code (1962).
It is important to remember that educators have a
right to know about the accommodation needs of
their students, but they do not need to know
about the nature of the disability itself.
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4. Providing Individual Academic Accommodations

• Humber College currently offers services to
  provide individual academic accommodations to
  students with disabilities.
• For more information on arranging academic
  accommodations for students with disabilities,
  contact Disability Services
• North Campus and Carrier Drive Phone
  416.675.6622 ext. 5180Fax [phone] Email
  disability.services_at_humber.ca
• Lakeshore Campus and Orangeville Campus Phone
  416.675.6622 ext. 3265 Fax [phone] Email
  disability.services_at_humber.ca

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Remember
You only need to know what accommodation the
student requires in your course.
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Moving From Accommodation to Accessible Education

• This section of the training will address the
  following
• Establishing accessibility standards to prevent
  and remove barriers
• Strategies to prevent and remove barriers in the
  learning environment
• Building on principles of effective teaching and
  learning
• Proactive approach to preventing and removing
  barriers in the learning environment
• Advantages of Accessible Education

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1. Establishing Accessibility Standards to
Prevent and Remove Barriers
The Accessibility for Ontarians with Disabilities
Act (2005) emphasizes developing, implementing
and enforcing standards for accessibility to
promote inclusivity and reduce the potential for
discrimination. Developing accessibility
standards help to reduce or eliminate barriers
that students with disabilities may encounter.
A barrier is an obstacle that impedes, blocks,
prevents, or stops a person with a disability
from fully participating in society.
Accessibility describes the extent to which all
intended populations are able to use a product,
device, service or environment. A barrier is an
obstacle that impedes, blocks, prevents, or stops
a person with a disability from fully
participating in society.
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1. Establishing Accessibility Standards to
Prevent and Remove Barriers
Identified barriers to accessibility fall in to
five categories.
These barriers to accessibility can impact the
learning environment.
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2. Strategies to Prevent and Remove Barriers in
the Learning Environment
The table below outlines the five categories of
barriers to accessibility and ways that
accommodations can be implemented to increase
accessibility in the classroom.
Moving from providing accommodations to
increasing accessibility throughout the learning
environment involves building upon the principles
of effective teaching and learning through the
lens of accessible education.
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3. Building on Principles of Effective Teaching
and Learning

• Accessible education builds on principles of
  effective teaching and learning, many of which
  you may already use, some of which are outlined
  below
• Accessible education anticipates that students
  have diverse learning styles.
• Accessible education considers the learning needs
  of all students when designing curriculum,
  courses, materials and instruction.
• Accessible education removes barriers to learning
  and thereby reduces the need for individual
  accommodations.
• Accessible education presents course content
  clearly and logically.
• Accessible education recognizes that students can
  express their understanding of course content in
  multiple ways.
• Accessible education integrates equity through
  the learning environment.

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4. Proactive Approach to Preventing and Removing
Barriers in the Learning Environment
Accessible education takes a proactive approach
to preventing and removing barriers in
postsecondary sector. The table below outlines
some of the differences between accommodation and
accessible education.
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5. Advantages of Accessible Education

• Accessible education allows students with
  disabilities to focus on learning in an inclusive
  environment.
• Some of the advantages for students are
• Increases student retention.
• Increases students academic success.
• Increases a students sense of dignity and
  integration in their learning
  environment.

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5. Advantages of Accessible Education

• The use of an Accessible Education framework
  complements effective teaching practices to
  enhance student learning.
• Some advantages for educators are
• Identify and remove barriers in the learning
  environment before they affect students.
• Modify the approach to course design and
  instruction to enhance the learning experience
  for all students.
• Improve overall student engagement by removing
  barriers.
• Focus on the development of accessible curriculum
  for all students.

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Remember
When you integrate an accessible education
framework into an inclusive learning environment,
everybody benefits.
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Considering Universal Design for Learning (UDL)
as a Framework for Accessible Education

• The final section of the training will provide an
  overview of the following
• Universal Design for Learning
• The seven principles of Universal Design for
  Learning
• The principles of Universal Design for Learning
  in Action
• Multiple Approaches to teaching and learning
  using Universal Design for Learning
• Advantages of Universal Design for Learning

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1. Universal Design for Learning

• Universal Design for Learning (UDL) involves
  considering the potential needs of all learners
  when designing and delivering course instruction
  to ensure a high degree of accessibility to
  subject matter and instruction.
• UDL is an example of an effective framework for
  accessible education. UDL is not a new concept.
  Educators have been using UDL principles for
  years as they are a fundamental part of Adult
  Education Programs. The bulleted points below
  outline some of the main elements of UDL
• UDL emphasizes flexible curriculum and teaching
  materials to differentiate instruction.
• UDL uses multiple modes of engaging students,
  presenting content and assessing comprehension.
• UDL utilizes evolving communication technology to
  maximize learning opportunities for all students.
  

UDL is guided by seven principles
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2. The Seven Principles of Universal Design for
Learning

• The seven principles of Universal Design for
  Learning center around the observation that
  individuals have a range of abilities and that an
  individuals abilities change over time.
  Incorporating the seven principles (outlined
  below) during the preliminary stages of course
  design will increase accessibility in learning
  for all students.
• Be accessible and fair.
• Provide flexibility in use, participation and
  presentation.
• Be straightforward and consistent.
• Ensure information is explicitly presented and
  readily perceived.
• Provide a supportive learning environment.
• Minimize unnecessary physical effort or
  requirements.
• Ensure the learning space fits students needs
  and instructional materials.

Please proceed to the following slide for more
details about the seven principles.
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3. Principles of Universal Design for Learning in
Action
The table below slide demonstrates how the seven
principles of Universal Design for Learning can
be implemented.
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Remember

• The Seven Principles of Universal Design for
  Learning increase accessibility for all students.
• Be accessible and fair.
• Provide flexibility in use, participation and
  presentation.
• Be straightforward and consistent.
• Ensure information is explicitly presented and
  readily perceived.
• Provide a supportive learning environment.
• Minimize unnecessary physical effort or
  requirements.
• Ensure the learning space fits students needs
  and instructional materials.

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4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning

• Universal Design for Learning (UDL) uses multiple
  ways to engage and motivate students. Provided
  below are three ways that UDL anticipates the
  myriad of learning styles in the classroom.
• UDL builds on the concept that that a single
  teaching style may not work for a classroom of
  students. For example, incorporating active
  reading strategies such as encouraging students
  to identify and define any unfamiliar terms, to
  write a summary of the chapter or article.
• UDL efforts to address the needs of different
  learners during the design stage. For example,
  use videos to supplement or replace readings.
• UDL incorporates active learning by building in
  more interaction between professor and students.
  For example, providing opportunities for students
  to change tasks or activities during class
  through learning activities such as role play,
  peer review, discussion, or game based learning.

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4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning
Universal Design for Learning emphasizes multiple
methods of presenting material so students have
several ways to access information. Below are
some examples of presenting information in a
number of ways to enhance student learning

• Posting materials on a course website
• Using a variety of visuals
• Supplying audio to supplement text
• Using social media or online discussions boards
• Staging interactive demonstrations

UDL also utilizes advances in technology as a way
enhance accessible education. Please proceed to
the next slide for more information.
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4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning

• Universal Design for Learning encourages the use
  of new and emerging technologies to enhance
  learning for all students.
• Technology builds on advances in wireless
  technology and uses technology as a tool in the
  accessible learning environment.
• Technology offers opportunities to use
  technology-enhanced tools to reach students in
  multiple ways, such as
• smart phones
• laptops
• scanning devices
• digital recorders
• screen readers
• assistive listening devices
• Technology delivers benefits to all students.

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5. Advantages of Universal Design for Learning

• Universal Design for Learning provides for
  multiple means of expression to give students
  alternative ways of demonstrating their
  knowledge. The advantages of UDL are well known,
  and some are outlined below.
• Advantages of Universal Design for Learning
• Recognizes that everyone sees, hears and reads
  information in many ways.
• Maximizes student learning by increasing the ways
  students are presented with the opportunity to
  see, hear and read information Provides students
  with a variety of ways to demonstrate their
  understanding and mastery of a topic.
• Reaches more students more effectively by
  broadening the presentation approach.
• Promotes deeper learning by expanding
  presentation style beyond traditional lecturing.
• Encourages educators to use a variety of ways to
  evaluate students comprehension.

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Summary
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Summary
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Summary
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Summary
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Resources on Accessible Education

• Print
• Universal Instructional Design in Postsecondary
  Settings An Implementation Guide
  http//www.mohawkcollege.ca/Assets/StudentDev/disa
  bility/UIDManual.pdf
• Ryerson Learning and Teaching Office
  http//www.ryerson.ca/lt/resources/instructionald
  esign/
• University of Guelph Teaching Support Services
  http//www.tss.uoguelph.ca/uid/
• National Centre on Universal Design for Learning
  UDL Guidelines (US source) http//www.udlcenter.or
  g/aboutudl/udlguidelines
• Center for Applied Special Technology (US source)
  http//www.cast.org/index.html
  http//www.cast.org/learningtools/index.html
• The opportunity to succeed Achieving
  barrier-free education for students with
  disabilities http//www.ohrc.on.ca/sites/default/f
  iles/attachments/The_opportunity_to_succeed3A_Ach
  ieving_barrier-free_education_for_students_with_di
  sabilities.pdf
• Videos
• Universal Design for Learning by Rachel Odland
  http//www.youtube.com/watch?vBoeyn8frkiYfeature
  fvwrel
• Best Practices Through Universal Design for
  Learning (Colorado State University)
  http//www.youtube.com/watch?vj7eUf_7dZVMfeature
  related

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Congratulations! You have successfully completed
this training. Please sign and return the
Certificate of Completion on the next page.
Please sign and date the form. Send the
Certificate of Completion to the Centre for Human
Rights, Equity Diversity HR Services Email
humanrights_at_humber.ca Fax [phone] Mail
HR Services, B303 North Campus The signed
Certificate of Completion will serve as a record
that you have completed the training.
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Certificate of Completion
Integrated Accessibility Standards Regulation
Information and Communications Standards (s. 16,
O. Reg. 191/11) Humber College Institute of
Technology Advanced Learning has adopted
accessibility standards in accordance with
Ontario Regulation 191/11 in its delivering of
education. This training complies with the
regulatory requirements for colleges to provide
educators with accessibility awareness training.
It includes introductory information related to
accessible program or course delivery and
instruction. As an educator at Humber College
Institute of Technology Advanced Learning, you
are required to acknowledge that you have
received, understood and completed this
training. I acknowledge that I have read and
understood the information above, and that I have
received and completed the required training.
____________________________________
____________________________________ Signature
Date _____________________________
_______ Printed Name
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Glossary
The information in this glossary was adapted
from the Council of Ontario Universities and
revised by the Centre for Human Rights, Equity
Diversity HR Services Accessibility
Accessibility is the degree to which persons
with disabilities can access a device, service or
environment without barriers. Accessibility is
also a process it is the proactive
identification, removal and prevention of
barriers to persons with disabilities.
Accessibility standards An accessibility
standard is a rule that persons and organizations
have to follow to identify, remove and prevent
barriers. Each university must ensure that its
policies, practices and procedures address the
requirements of Ontarios accessible customer
service standard, and ensure that they are
consistent with the principles of dignity, equal
opportunity, independence and integration.
Dignity Providing service with dignity means
the customer maintains his or her self-respect
and the respect of other people. Dignified
service means not treating persons with
disabilities as an afterthought or forcing them
to accept lesser service, quality or convenience.
Equal opportunity Equal opportunity means
having the same chances, options, benefits and
results as others. In the case of services, it
means that persons with disabilities have the
same opportunity as others to benefit from the
way you provide goods or services.
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Glossary
Independence Ensuring people are able to do
things on their own without unnecessary help, or
interference from others. Integration Integration
means providing service in a way that allows the
person with a disability to benefit from the same
services, in the same place and in the same or
similar way as other customers.
AccommodationAccommodation is an
individualized and reactive adaptation or
adjustment made to provide a person with a
disability with equitable and non-discriminatory
opportunities for participation. Appropriate and
reasonable accommodation is determined based on
an individualized assessment of the interaction
between the students disability and required
tasks. Accommodation is not treatment or
rehabilitation. Alternative formatAlternative
format refers to the conversion of printed text,
audio or video files into formats more easily
accessed by persons with disabilities. Audio
format Audio is an alternative format for
persons with a vision, intellectual or
developmental or learning disability, or who
cannot read print. Labels should be prepared in
large, high-contrast print and Braille.
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Glossary
Braille Braille is an alternative format for
persons who are blind or deafblind. It is a
tactile system of raised dots representing
letters or a combination of letters of the
alphabet. Braille is produced using Braille
transcription software. Captioning Captioning
translates the audio portion of a video
presentation by way of subtitles, or captions,
which usually appear on the bottom of the screen.
Captioning may be closed or open. Closed captions
can only be seen on a television screen that is
equipped with a device called a closed caption
decoder. Open captions are burned on a video
and appear whenever the video is shown.
Captioning makes television programs, films and
other visual media with sound accessible to
persons who are deaf or hard of
hearing. Electronic text Electronic text is used
with screen reading software that allows persons
who are blind, have low vision or who have
learning disabilities to hear a spoken
translation of what others see on the monitor.
Large print Large print is an alternative
format for persons who have low vision. Large
print materials should be prepared with a font
(print) size that is 16 to 20 points or larger.
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Glossary
Assistive device An assistive device is a tool,
technology or mechanism that enables a person
with a disability to do everyday tasks such as
moving, communicating or lifting. Assistive
devices help persons with disabilities maintain
their independence at home, at work and in the
community. Digital audio player An assistive
device that enables persons with hearing loss to
listen to books, directions, art shows, etcetera.
FM transmitter system An assistive device
used by persons who are Deaf, deafened, oral deaf
or hard of hearing to help boost sound closest to
the listener while reducing background noise.
Hearing aid An assistive device that makes
sound louder and clearer for persons who are
Deaf, deafened, oral deaf or hard of
hearing. Magnifier An assistive device that
makes print and images larger and easier to
read. Mobility device An assistive device that
helps persons who have difficulty walking.
Examples include wheelchairs, scooters, walkers,
canes and crutches.
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Glossary
Personal data managerAn assistive device that
helps persons with learning disabilities store,
organize and retrieve personal information
Portable global positioning systems (GPS)An
assistive device that helps orient people to get
to specific destinations Speech generating
device These assistive devices are used to pass
on a message using a device that speaks when a
symbol, word, or pictures is pressed.
Teletypewriter (TTY) An assistive device that
helps persons who are unable to speak or hear to
communicate by phone. The person types his her
messages on the TTY keyboard, and messages are
sent using telephone lines to someone who has a
TTY, or to an operator who passes the message
along to someone who does not have a TTY. White
cane An assistive device that helps persons who
are blind or have vision loss find their way
round obstacles
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Glossary
BarrierA barrier is anything that keeps someone
with a disability from participating fully in
society because of his or her disability.
Attitudinal barrierThis barrier is about what
we think and how we interact with persons with
disabilities. It is perhaps the most difficult
barrier to overcome because our attitudes based
on our beliefs, knowledge, previous experience
and education can be hard to change. For
instance, some people worry about offending
someone by offering help and deal with this by
ignoring or avoiding persons with disabilities.
Architectural or structural barrierArchitectura
l or structural barriers may result from design
elements of a building such as stairs, doorways,
the width of hallways and room layout. These
barriers may also occur through everyday
practices, such as when we store boxes or other
objects in hallways, obstructing accessible
pathways. Information or communications
barrierInformation or communication barriers,
such as small print size, low colour contrast
between text and background or not facing the
person when speaking, can make it difficult to
receive or convey information. Systemic
barrierSystemic barriers can result from an
organizations policies, practices and procedures
if they restrict persons with disabilities, often
unintentionally, as in the case with setting
requirements such as full course loads in
establishing eligibility for services such as
residences, scholarships and honours listing.
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Glossary

• Technological barrierTechnology, or the lack of
  it, can prevent people from accessing
  information. Common tools like computers,
  telephones and other aids can all present
  barriers if they are not set up or designed with
  accessibility in mind.
• Disability
• The Accessibility for Ontarians with Disabilities
  Act, 2005 uses the Ontario Human Rights Code
  definition of disability, which includes
  physical, mental health, developmental and
  learning disabilities.
• A disability may be visible or non-visible, as
  follows
• Any degree of physical disability, infirmity,
  malformation or disfigurement that is caused by
  bodily injury, birth defect or illness and (...)
  includes diabetes mellitus, epilepsy, a brain
  injury, any degree of paralysis, amputation, lack
  of physical coordination, blindness or visual
  impediment, deafness or hearing impediment,
  muteness or speech impediment, or physical
  reliance on a guide dog or other animal or on a
  wheelchair or other remedial appliance or device,
  
• A condition of mental impairment or a development
  disability,
• A learning disability, or dysfunction in one or
  more of the processes involved in understanding
  or using symbols or spoken language,
• A mental disorder, or
• An injury or disability for which benefits were
  claimed or received under the insurance plan
  established under the Workplace Safety and
  Insurance Act, 1997.

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Glossary
DeafblindA person who is deafblind can neither
see nor hear to some degree. Many persons who are
deafblind are accompanied by an intervenor.
Intervenors are individuals who are trained in
special sign language that involves touching the
persons hands in a two-hand, manual alphabet.
Hearing lossPersons who have hearing loss may
be deaf or hard of hearing. Like other
disabilities, hearing loss has a wide variety of
degrees. Persons who are partially deaf often use
hearing aids to assist their hearing. Deaf
persons also use sign language to communicate.
While American Sign Language and Quebec Sign
Language (LSQ, or Langue des signes québécoise)
are commonly used in Ontario, not everyone with
hearing loss uses them. DeafIn Deaf culture,
indicated by a capital D, the term Deaf is
used to describe a person who has severe to
profound hearing loss and who identifies with the
culture, society and language of Deaf persons,
which is based on Sign Language. Persons who are
profoundly deaf may identify themselves as
culturally Deaf or oral deaf. DeafenedThis term
describes a person who has lost their hearing
slowly or suddenly in adulthood. The person may
use speech with visual cues such as captioning or
computerized note-taking, speech reading or sign
language.
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Glossary
Hard of hearingThis term describes a person who
uses his or her residual hearing and speech to
communicate. The person may supplement
communication by speech reading, hearing aids,
sign language and/or communication devices. Oral
deafThis term describes a person who was born
deaf or became deaf before learning to speak, but
is taught to speak and may not typically use
American Sign Language. Intellectual or
developmental disabilityPersons with
intellectual or developmental disabilities may
have difficulty doing many things most of us take
for granted. These disabilities can mildly or
profoundly limit ones ability to learn. These
disabilities are often non-visible. Learning
disabilityThe term learning disabilities
refers to a range of disorders that affect how
persons process information. Learning
disabilities can result in reading and
language-based learning problems (dyslexia),
problems with mathematics (dyscalculia), or
problems with writing (dysgraphia). Learning
disabilities affect people from all backgrounds
and are not a result of culture, language or lack
of motivation. Persons with learning disabilities
just learn differently.
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Glossary
Mental health disabilityMental health
disabilities include schizophrenia, depression,
phobias, as well as bipolar, anxiety and mood
disorders. Mental illness is often episodic, so a
person who has a psychological or psychiatric
disability may not have symptoms all the time,
and a person who has experienced an episode of
mental illness in the past will not necessarily
have a repeat experience. Non-visible
disability Non-visible disabilities include a
wide range of impairments that may not be
immediately noticeable, such as back injury,
vision or hearing loss, arthritis and medical
conditions like diabetes or multiple
sclerosis. Physical disabilityThere are many
types and degrees of physical disabilities that
can affect a persons mobility. The cause of the
mobility disability may be non-visible, as in the
case with arthritis, heart and lung
conditions. Speech or language impairment Some
people have problems communicating. It could be
the result of cerebral palsy, hearing loss or
another condition that makes it difficult to
pronounce words, causes slurring or stuttering,
or not being able to express oneself or
understand written or spoken language. Some
persons who have severe difficulties may use
communication boards or other assistive devices.
  
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Glossary
Vision loss Vision loss reduces a persons
ability to see clearly. Few persons with vision
loss are totally blind. Some have limited vision
such as tunnel vision, where a person has a loss
of peripheral or side vision, or a lack of
central vision, which means they cannot see
straight ahead. Some can see the outline of
objects while others can see the direction of
light. Some common causes of vision disabilities
are scratched corneas, diabetes-related eye
conditions, injuries and corneal grafts.   Duty
to accommodate Duty to accommodate means
accommodation must be provided in a manner that
respects general principles such as dignity of
the person, individualized, integration and full
participation. Inclusion Inclusion is engaging
differences to create a culture of belonging in
which people are valued and honoured for the
improvement of our society, world and
enterprises. Inclusive behaviours are those
practices and behaviours that leverage and honour
the uniqueness of peoples different talents,
beliefs and ways of living. Service animal A
service animal is an animal that does a job for a
person with a disability. Examples include autism
assistance or service dogs guide dogs, dog
guides or seeing eye dogs hearing ear, hearing,
sound alert or hearing alert dogs, cats or
animals psychiatric service dogs service or
mobility dogs or animals, special skills dogs or
animals seizure, seizure alert, seizure assist
or seizure response dogs or animals.
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Glossary
Undue hardship Organizations are required to
accommodate someone with a disability to the
point of undue hardship. There are only three
factors to consider in assessing undue hardship
cost, outside sources of funding and health and
safety requirements, if any. Universal Design
for Learning Universal design is an approach to
designing course instruction, materials, and
content to benefit people of all learning styles
without adaptation or retrofitting. Universal
Design does not remove academic challenges it
removes barriers to access.
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Glossary

• Effective Teaching and Learning Principles (1-3)
• These following twelve principles are intended as
  guidelines to educators and administrators
  interested in the improvement of teaching and
  learning.
• Instructors' knowledge of the subject matter is
  essential to the implementation of important
  teaching tasks. Educators who know their subject
  matter thoroughly can be more effective and
  efficient at organizing the subject matter,
  connecting the subject with the students'
  previous experience and knowledge, finding useful
  analogies and examples, presenting current
  thinking on the subject, and establishing
  appropriate emphases.
• Active involvement of the learner enhances
  learning. Learning is an active process which
  requires that the learner work with and apply new
  material to past knowledge and to everyday life.
  Some of the methods that encourage active
  learning in the classroom are discussion,
  practice sessions, structured exercises, team
  projects, and research projects. In the words of
  William James Teaching without an accompanying
  experience is like filling a lamp with water.
  Something has been poured in, but the result is
  not illuminating.
• Interaction between educators and students is the
  most important factor in student motivation and
  involvement. Interaction between students and
  educators, particularly informal interaction, is
  one of most important factors in student
  motivation for learning. The opportunity to know
  a few instructors well often enhances students'
  intellectual commitment and provides valuable
  role modeling.

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Glossary

• Effective Teaching and Learning Principles (4-6)
• These principles are intended as guidelines to
  educators and administrators interested in the
  improvement of teaching and learning.
• Students benefit from taking responsibility for
  their learning. Students are more motivated when
  they take control of their own learning. This is
  the belief which has stimulated active interest
  in self-directed learning.
• There are many roads to learning. Students learn
  in different ways and vary in their abilities to
  perform certain tasks. Understanding that each
  student has unique strengths and weaknesses
  related to the ways in which they approach
  learning is an important component of effective
  education. Providing a variety of learning
  activities for a class enables individual
  students to choose the activity which is the most
  effective for them at the moment.
• Expect more and you will achieve more. Simply
  stated, if an educator conveys to students that
  he or she believes in their ability to succeed,
  learning is enhanced.

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Glossary

• Effective Teaching and Learning Principles (7-9)
• These principles are intended as guidelines to
  educators and administrators interested in the
  improvement of teaching and learning.
• Learning is enhanced in an atmosphere of
  cooperation. Learning is enhanced when it is
  perceived as a collaborative and cooperative
  effort between students. The opportunity to share
  ideas without threat of ridicule and the freedom
  to respond to the ideas of others increases
  complexity of thinking and deepens understanding.
  
• Material must be meaningful. If new material is
  presented in a pattern or framework that the
  learner can perceive, it is more readily learned
  and retained. New material will be more easily
  learned if the learner is helped to see its
  relationship to what he already knows. Material
  which is seen by the learner as relevant to his
  or her own problems and experiences will be more
  readily learned.
• Both teaching and learning are enhanced by
  descriptive feedback. Without feedback neither
  learner nor educator can improve because they
  will not know what they need to know or to what
  extent they are fulfilling their goals. The
  learners' behavior will more quickly reach the
  objectives if they are informed (or given
  feedback) frequently about the correctness of
  their responses. Correct responses should be
  immediately reinforced to increase the
  "permanence" of learning. A positive reinforcer
  is anything that will increase the probability
  that the desired behavior will be repeated. A
  smile or comment to let the learner know he or
  she has successfully completed the task is
  especially good because awareness of successful
  completion is, in itself, the most effective of
  all reinforcers. Feedback about progress is
  helpful because learning is facilitated when the
  learner is aware that he or she is progressing
  towards the goals.

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Glossary

• Effective Teaching and Learning Principles
  (10-12)
• These principles are intended as guidelines to
  educators and administrators interested in the
  improvement of teaching and learning
• Critical feedback is only useful if the learner
  has alternatives to pursue. There is no use
  giving feedback about a learners performances
  unless they can do something about it, that is,
  unless they have some alternative course of
  action or behaviour.
• Time plus energy equals learning. Being around
  for a few minutes afterwards, provides
  opportunities for valuable interaction between
  students and educators. Office hours also help
  students to arrange time to talk with educators.
  Students must learn how to organize their time so
  that they can find time to study. And the
  curriculum must be organized to allow students
  time to study.
• Experience usually improves teaching. Experience
  is associated with increasing educator
  effectiveness for some educators, probably for
  those educators who obtain feedback about their
  teaching and who are flexible enough to modify
  their methods in response to the feedback.

Sources Council of Ontario Universities,
Understanding the AODA and the Accessibility
Standards for Customer Service Glossary The
Ohio State University, Universal Design for
Learning Elements of Good Teaching Ontario
Human Rights Code (1962) Tiberius, R. Tipping,
J. (1990) Twelve Principles of Effective Teaching
Leaning, University of Toronto
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