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ONLINE COURSE DESIGN FOR APPRENTICES WITH LEARNING DISABILITIES

Ruth McGillivray

Overview

LDs and accommodations LD prevalence Access to accommodations Study & Results Accessibility and UDL Implications Recommendations

What are LDs?

Neurological disorders, not cognitive Affect how a person stores, understands, retrieves or

communicates information Invisible, persistent and lifelong Pattern of uneven abilities Can occur with other disorders, may run in families Not the same as cognitive, physical or behavioural

disabilities Not the result of economic, environmental or cultural

influences

LDs and Related Disorders

Common set of LDs and related disorders recognized

Seldom appear in isolation

Dyslexia

Problem with acquiring and using written language Trouble with reading, writing, spelling Linguistic problem, not visual Phonologic - turning print into sound Accommodations:

Recorded texts and lectures Avoid large volumes of reading Extra time and quiet room for testing Alternate testing formats

Dyscalculia

Difficulty building mathematical relationships Problems with basic math skills and concepts:

Inconsistent results with arithmetic Inability to remember formulas, rules, concepts Difficulty with concepts of calculating time and money

Accommodations: Extra time Break down multi-step problems Use multisensory, visual approach

Dysgraphia

Difficulty with handwriting; forming letters or writing within a defined space

Difficulty with spelling and expressing ideas in writing

Also called Written Output Disorder Accommodations:

Extra time Computer use Scribe Alternate testing/assessment methods

Dyspraxia

Problems with messages from the brain being properly transmitted to the body

Muscles work, but not together Trouble with fine motor skills, speech, posture,

actions such as throwing and catching Requires work with occupational, speech and

physical therapists

Auditory Processing Disorder

Difficulty making sense of information taken in through ears

Problems with phonological awareness and auditory memory

Frequently ask for repetitions, trouble paying attention, often misunderstand auditory directions, find it difficult to localize sound

Accommodations: Multiple means of obtaining information Simplify verbal instructions

Visual Processing Disorder

Difficulty making sense of information taken in through eyes

Problem differentiating between objects based on their individual characteristics, and perceiving/ understanding spatial relationships

Accommodations: Multiple means of obtaining information Enlarged print, tracking tools, colour-coding Simplified, structured written materials

Attention Deficit Hyperactivity Disorder (AD/HD)

Related disorder because of prevalence with LD Estimates vary – 18-40, 33, 70% Difficult to start, stay on and complete tasks, make

transitions, follow directions, organize multistep tasks and produce consistent work

Accommodations: Get, focus, maintain attention Stories, interesting questions or problems Demos, hands-on Variety, interaction

Common Accommodations

Disorders may differ, but recommended accommodations are similar

LD Prevalence – General Population

LDAC estimates10% of population has LD Statistics Canada reports 2% Discrepancy attributed to:

Undiagnosed LDs Reluctance to disclose People believe they outgrow LDs

LD Prevalence - Trades

Perception is that prevalence is higher in trades Supporting statistics:

68.1% of males with LDs in trades vs. 49% in general population (PACFOLD Report)

14.5% vs. 8.9% - percentage of disabled persons vs. non-disabled in BC who completed apprenticeship (Labour Market Outcomes of Persons with Disabilities in BC)

Almost 90% of CILS trades clients have LDs (Recommendations for Provision of Accessible Resources to BC Trades)

Eligibility for Accommodations

ITA – by medical specialist CILS – by referral from Disability Services Disability Services – by diagnosis from qualified

professional Post-secondary students must self-identify and

provide a recent (3-5 years) diagnosis StudentAid BC offers bursary to assist with cost of

diagnosis Adult Basic Education students receive screening and

support

Barriers for Apprentices

Must know you have an LD, be willing to self-identify, and know how to self-advocate

Recent diagnosis required to receive support Diagnosis is expensive Technical training does not meet minimum 12-week

duration for StudentAid bursary Lack of instructor education in LDs

Study Participants

Research invitations sent to over 20,000 current apprentices in B.C.

19 total responses 3 negative – thought they had been targeted 4 from parents and educators expressing support 13 potential participants 6 interviewed

Gerry

Aaron

Craig

Sherri

Randy

Raymond

Observations

Only 2 of 6 diagnosed before adulthood All:

Struggled lifelong with their LDs Intelligent, articulate, able to learn Confident on the job, but not at school Demonstrated pattern of uneven abilities Pattern of comorbid disorders, but varied combinations

and severity

Different LDs, but themes emerged

Surprises

Most didn’t know what LDs they had, nor the symptoms and accommodations

Stigma of LDs and fear of discovery Reluctance to seek support or accommodations All knew what they needed to learn; wanted

anonymous access All wanted to save others from their experience

Common Online Learning Needs

Despite lack of knowledge re their own LDs, participants knew what they needed to learn

Variety of LDs, but similar needs and preferences: Instructor availability and engagement Instructor awareness of LDs and support needs Visual presentation of content Option to read or listen to text-based content The need to understand versus memorize Flexible, ample time schedule Opportunity to work at own pace Accommodations for assessment

Participant Learning Needs

Summarized in table, aligned with accommodations from literature

Alignment between needs and accommodations related to teaching methods, assignments and testing

Gaps in areas of course design, learning materials and tools, and instructor feedback and support

Instructor Interviews

Triangulated experiences of apprentices with perspective of instructors & instructional designers (IDs): 3 instructors/IDs of online apprenticeship courses 1 CILS faculty member

Findings

IDs did not know what LDs were Understood needs of audience, but not LD learners Lack of knowledge, not lack of interest Intuitively met key needs: flexibility and instructor

support. “To a point, program is designed assuming everyone has LDs”

Verified perception of study participants Aware accessibility standards and obligations exist

Legislated Accessibility

Canadian gov’t Internet standards require compliance with priority one and two checkpoints of the W3C WAI

U.S. gov’t standards – Section 508 of Rehabilitation Act

Many checkpoints specifically address the needs of individuals with LDs

Both standards are extensive and complex

Universal Design for Learning

“Blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences” (CAST, 2010)

Three guiding principles: Provide multiple means of representation Provide multiple means of action and expression Provide multiple means of engagement

Principles, guidelines, checkpoints = 30+ technical pages

UDL – Key Distinction

“For many education professionals, students with disabilities are seen as an encumbrance…the hindrance to content mastery is seen as residing within the student and

not within the teaching paradigm” (Strobel, Arthanat, Bauer and Flagg, 2007, p. 81)

“UDL guides teachers and curriculum developers toward

creating flexible materials and methods before they are put in students’ hands,

rather than waiting until students arrive and trying to retrofit inflexible materials to each learner”

(Eagleton, 2008).

Accessibility Standards

“Onerous, …ignored” Prescriptive vs. principles-based approach Lack of knowledge vs. lack of time or money

Where to start? What’s critical? No visible affect of absence No quick, reliable checklist

LD Learners in Every Class

Diagnosed and undiagnosed Unlikely to self-identify or seek accommodations

due to stigma and lack of understanding Apprentices:

Cannot access support without a diagnosis Do not qualify for support to get a diagnosis Are reliant on instructor and course design

Dependent on Instructors

Disability support services provide tools and accommodations to help LD learners participate

Instructor and ID determine actual course expectations

Most LD accommodation strategies are instructor dependent

If instructors don’t know needs and strategies for support, research can’t help those who need it

Online Implications

Problems compounded for online courses No visual clues; less opportunity for conversation Instructors need specialized skills and awareness Uploading content ≠ teaching online Purpose of accessibility is not adherence to

standards; rather, making learning accessible to people like Gerry, Aaron, Chris, Sherri, Randy…

Recommendations - Resources

Online resources for instructors, apprentices and sponsors Present content so it meets core needs Screening tools Support contacts

Develop and validate succinct set of accessibility requirements for use in all online courses

Recommendations - Instructors

Train instructors on LD symptoms, accommodations and resources

Raise awareness to reduce stigma

Recommendations – Course Design

Apply UDL concepts to course design: Accessible to all Diagnosis, self-identification not required

Conduct written assessments online Offer alternative assessment methods

In summary…

Assume there will be learners with diagnosed or undiagnosed LDs in every class

Build accommodations into every aspect of course design Ensure online learners have frequent and easy access to a

subject matter expert or instructor Implement accommodations that are learner controlled

versus instructor dependent Do usability testing for LD learners Ensure instructors are skilled in online facilitation Use high quality visuals Ensure all learning materials can be represented in text or

audio format