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Immersive Reader is software located on most Office 365 apps and an extension on Google Chrome, MS's Edge Browser, and Flip! It was initially developed for people with dyslexia and dysgraphia. However, all people can use it, especially when people may not have proper prescription glasses. It simplifies text on a page, has a read-aloud function, breaks down syllables, can translate text into over 100 languages, 40 of which can be read aloud, and includes a picture dictionary in some apps! This resource is excellent for increasing reading comprehension and text visibility on a screen.

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Digital Learning Tools, Immersive Reader | Microsoft Education

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Empower students of all abilities with digital learning tools from Microsoft Education. Our inclusive tools include math and writing apps, Immersive Reader, and more.

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As an adult in the higher end of the age spectrum, this is a topic that personally resonates with me; in pursuit of this MEd, I have often felt marginalized, behind, slow...embarrassed that I am not able to keep up with the constant onslaught of new tech flying at me every class!

Key Notes:

Keep the focus on accessibility issues as broad as possible so that everyone, including older adults, can benefit from use of technologies.

Older adults are important stakeholders in digital society, and appreciating their challenges can inform design of future tech that could work better for everyone.

Technologies must be usable by older adults who have / do NOT have age-related limitations.

The key to designing technologies that older adults want to use is to think differently: to reject a mindset that aging is disabling, to understand that aging is a process, and to recognize more positive aspects of that process

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The Harm in Conflating Aging With Accessibility – Communications of the ACM

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“The quest for youth—so futile. Age and wisdom have their graces too.”— Jean Luc Picard

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Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

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Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

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I came across this in my LinkedIn feed. Sarah Eaton is a leading expert of academic integrity!

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Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

Purpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility. Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 82 References; 2 Tables

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Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

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Purpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized.
Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility.
Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs.
Additional materials: 82 References; 2 Tables

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This TED Talk video discusses the implications of Dyscalculia learning exceptionality. A former classmate mentioned his wife experiences both dyscalculia and dyslexia. How many individuals are experiences more than one exceptionality?

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My world without numbers | Line Rothmann | TEDxVennelystBlvd

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The Importance of Accessibility in Education

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The Importance of Accessibility in Education

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This resource highlights the importance of accessibility in education, stressing that it's about more than just helping students with disabilities—it's about creating an inclusive environment where all learners can succeed. It also mentions how accessibility benefits students facing temporary challenges or language barriers and emphasizes the growing importance of web accessibility in digital learning. Practical tips are provided for creating accessible educational services. Additionally, it emphasizes that ensuring accessibility in education is not just morally right but also legally required and crucial for academic success and fairness.

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The Importance of Accessibility in Education

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Learn more about the Importance and need for Accessibility Best Practices in the World of Education and Learning.

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Jordyn Zimmerman is an Aumazing Autistic Advocate who was presumed incompetent for most of her elementary and even secondary education simply because she is a Non-Speaker. Seen as a "behaviour problem" who was not considered capable, Jordyn was often restrained and placed in compliance based, repetitive programmes which were dehumanizing and far below her intellectual capability. She was not afforded reliable communication tools (Ipad, her AAC device) until she was 18!

(This may sound like a one-off, but tragically, our defaults in Education still suggest that Autistic non-speakers are incompetent and this severely limits their potential. This is in part why functioning labels of "high and low functioning" are completely inaccurate and reductive and should not be used any more).

All around the world, Non-Speakers are seriously underestimated. This is completely unacceptable. We need to #PresumeCompetence and #ListenToNonSpeakers like Jordyn, Damon Kirsebom, Zekwande, Swarit Gopalan and so many more! Watch the short documentary, #Listen for more on this. There is even a guide with reflective questions available from Communication First. If you want to connect directly with Non-Speakers, you can also access the award-winning FB page, "Ask Me, I'm an AAC User" or connect with me on X (Twitter) @KarenAnnTimm .

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Inclusive education – with Jordyn Zimmerman, nonspeaking autistic advocate

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Imagine if all educators understood Autistic Ways of Being and the Impact of Autistic Masking how much more accessible (and safe) our schools would be for every single Autistic?

Because our systems within Education and beyond are based on colonial and industrialized Neuro-normative standards which pathologize Autistic Ways of Being, Autistic students, Autistic educators (and other community members who are Autistic) expend inordinate amounts of energy engaged in a perpetual cycle of Autistic Masking in order to fit in and survive.

Instead of being free to access systems authentically, (by stimming freely, having sensory safe spaces and monotropic joy-embedded learning where our preferred modes of communication are honoured and our educators are taught about Autistics BY Autistics), we (Autistics) must constantly navigate our systems in ways which drain our reserves well before we can actually show our capability and success.

Every time we go to school or work, we FIRST have to translate the Non-Autistic-minded, sensory insensitive world, SECOND put aside our needs for safety, comfort and reliable forms of communication (since these are still less valued as acceptable defaults) and

THIRD use whatever we have left of ourselves to "show what know" while engaged in the perpetual cycle of Autistic Masking (all to make sure Non-Autistics' needs are met and we don't get further stigmatized, bullied and worse.)

Autistic Masking is a conscious AND often unconscious trauma response to existing within systems which are not based on our authentic ways of receiving, processing or communicating information and it is endless and exhausting.

IMPACT: As a result, Autistics in our schools are at significant risk of burnout, depression, self-harm, eating disorders, abuse, and suicide (9X the rate of the general population).

Educators and Educational leaders (as well as all clininicians) MUST learn about Autistic Masking and Autistic Ways of Being FROM Autistics and foster true Autistic Acceptance in our schools and communities.

Kieran Rose (The Autistic Advocate) and Dr. Amy Pearson recently published a fabulous book on their work related to this; and Kieran offers some of the best training available, but he did present at Autism Canada's AUsome Conference a while back(video above) and it provides a good first overview. A free live session is also offered this Thursday at noon on this very topic. DM me on X/Twitter for invite: @KarenAnnTimm

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Kieran Rose: Autistic Masking and Burnout

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AODA (Accessibility for Ontarians with Disabilities Act) has broad accessibility standards for Ontario but does not have specific Education standards yet. Their website has several articles discussing the need for these standards, the issues they would address and potential solutions.

-Maggie

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Accessibility for Ontarians with Disabilities Act (AODA)

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Preventing Technology Barriers in School

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An AODA Education Standards Development Committee recommends guidelines for preventing technology barriers in school. Learn more now.

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Accessibility matters greatly for individuals who use service dogs for their disabilities because it ensures they can fully participate in society with dignity, independence, and safety. Expanding on these examples to why accessibility is crucial for service dog users;

1. Independence: Service dogs are trained to perform specific tasks to assist individuals with disabilities, such as guiding individuals who are blind, alerting individuals who are deaf to sounds, or providing support for individuals with mobility impairments. Accessible environments enable these individuals to navigate their surroundings more independently with the assistance of their service dogs.

2. Safety: Accessible environments reduce the risk of accidents or barriers that could endanger both the individual with the service dog and the animal itself. Clean pathways, appropriate signs, and accommodations (ramps, or designated areas for service dogs to do their business). This can contribute to a safer environment.

3. Inclusion: Accessible spaces foster a sense of inclusion and belonging for individuals with disabilities and their service dogs. When environments are designed with accessibility in mind, it sends a message that people with disabilities are valued members of the community, whose needs are considered and applied.

4. Equal Opportunity: Access to public spaces, transportation, employment, education, and other essential service on a equal basis with others is a fundamental human right. Ensuring accessibility for participation in various aspects of life.

5. Legal Protections: The ASA (Americans with Disability Act), is an example of a laws that aim to protect individuals with disabilities who use service animals. These laws mandate that public and private entities make reasonable accommodations to ensure access for individuals with service dogs.

6. Emotional Support: Service dogs not only provide practice assistance, but also offer emotional support and companionship to their handlers. Accessible environments enable individuals with disabilities to fully engage in social activities, work, and recreation with their service dogs by their side.

In summary, accessibility is essential for individuals who use service dogs because it enables them to lead more fulfilling lives, participate in society, and exercise their rights on a equal/fair basis with others. It promotes inclusion, safety, independence, and equal opportunity for individuals with disabilities and their valued animal companions.

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K-9 Country Inn Working Service Dogs | Elmvale ON

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K-9 Country Inn Working Service Dogs, Elmvale, Ontario. 2,274 likes · 46 talking about this · 16 were here. K9CI Working Service Dogs is a Canadian Non- Profit #1197841 service dog training program…

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The cost of failing to design accessibly

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The cost of failing to design accessibly

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This Ted Talk video looks how inaccessibility has affected the lives of those with disabilities. Systemic barriers of poor design have harmed personal and social lives. Exclusion is a common trend among these systemic barriers, which can lead to negative lifelong changes if accessibility is not addressed. This can lead to additional emotional distress and poor mental health due to the stress of not being able to achieve what they want due to inaccessible design. Considering these experiences, it is crucial in education to consider how we can make learning accessible for all our students to provide the necessary structure required to achieve their desired goals in life.

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In this passionate talk, writer and disability rights advocate Kings Floyd draws illustrates the personal costs of society's failure to implement accessible design, shedding light on the direct link between thoughtful infrastructure and an increased connection between friends, families and communities.

design

architecture

innovation

society

disability

Get more from your TED experience

Deepen your commitment to learning with a TED Membership—you’ll get access to special virtual speaker events, book clubs and so much more.

In this passionate talk, writer and disability rights advocate Kings Floyd draws illustrates the personal costs of society's failure to implement accessible design, shedding light on the direct link between thoughtful infrastructure and an increased connection between friends, families and communities.

design

architecture

innovation

society

disability

About the speaker

About TEDx

TEDx was created in the spirit of TED's mission, "ideas worth spreading." It supports independent organizers who want to create a TED-like event in their own community.

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Kings Floyd: The cost of failing to design accessibly

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In this passionate talk, writer and disability rights advocate Kings Floyd draws illustrates the personal costs of society's failure to implement accessible design, shedding light on the direct link between thoughtful infrastructure and an increased connection between friends, families and communities.

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This ties into some of the discussions we had during the breakout activity during Week 1. This article is a nice, succinct post introducing the major points of Universal Design for Learning. Included are some videos and images, links to external resources and some tangible takeaways. As a whole, I find the website from the Teaching and Learning department at Conestoga College to have excellent, bite-sized information on a variety of higher-ed topics.

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Universal Design for Learning (UDL) is about making course instruction, materials, and content accessible to everyone right from the start. By doing this you will reduce the need for later adjustments or special accommodations which can be time consuming. By using the ideas and tools from UDL to build flexibility and options into your courses, UDL ensures that everyone can engage with your course material without barriers.

Before reading further, watch and listen to your colleagues talk about UDL in higher education.

UDL Principles

There are three guidelines associated with a UDL that support a UDL learning environment: multiple means of engagement, representation and action & expression. You are encouraged to review the details of those guidelines along with the checkpoints that act as suggestions for implementation. Figure 1 shows the big ideas surrounding those guidelines that we will refer to within this post.

Figure 1. The three big ideas for promoting Universal Design for Learning

Multiple Means of Engagement

UDL invites teachers to start with the with the 'why' of learning. This is where you provide the motivation about why your students expected to be interested in your course, beyond just receiving a grade.

You want your students to want to learn during your classes. It is here you provide the relevance and value of the learning they are required to do. For example, you can generate initial interest by demonstrating the relevance and value of your course by providing a 'bridge' for each of your lessons. This could be an employment scenario from your experiences, a personal story, a current event, or a short students-centred activity.

Providing opportunities for students to receive feedback about their learning can also promote ongoing engagement in your course. For example, feedback technology tools such as Mentimeter can deliver questions to students that provide feedback on their learning while Padlet can provide opportunities for students to share thoughts and ideas within a public, online space. And if you teach online, take advantage of the annotate tools or polling features you can find within the online platforms such as Zoom or Teams. In this way, you can ask questions and receive feedback that engage students with your online content.

Engage further by creating a sense of community and collaboration with your students and with each other. You can start this by simply getting to know student names and having short one-on-one conversations with students about their progress and their challenges. If you teach in-person, use the think-pair-share model of engagement during your teaching to build community and collaboration. If you teach online, use think-pair-share but within breakout rooms.

Multiple Means of Representation

Now that you have established the motivation or 'why' of learning, now look to the 'what' you are going to teach.

As you teach your content, think about how that material is being received by your students. Quite often, we present class material using PowerPoint as a delivery method. In addition to the text on your slides, you might support that text using multiple media such as images, video, graphs, concept maps, flow charts or live demonstrations. In this way, you provide options for both visual display and auditory processing that some students may require - and that most others would appreciate. Finally, consider displaying your voice in a text ribbon across the bottom of your PowerPoint slides as you talk. To do this, use the search bar in PowerPoint and search for 'accessibility'. Then click on 'Always use subtitles'. In this way, you help students who may have auditory processing difficulties.

Multiple Means of Action & Expression

This is the 'how' of learning, meaning how we might provide choices for students to express their learning so that your course outcomes are realized.

At some point, you will want your students to express what they have learned. Consider going beyond the common 'paper and pencil' style of assessment. Instead, give students multiple means and tools for expressing their understanding so that all students can play to their strengths as learners. For example, give students choice in submitting assignments that might go beyond text-based submissions such as verbally articulating their understanding, allowing video-based submissions, or having them create a PowerPoint presentation and provide a recording of their voice explaining their work. In doing so, you give options for expressing their understanding using oral traditions where students may excel, particularly if they have difficulties with language and writing. You could also have students represent their work using graphical approaches such as concept maps, mind maps, or infographics. In summary, give students options to re-package knowledge and understanding in ways that play to the students' strengths as learners.

Finally, help students during action and expression by providing appropriate short-term and long-term goals for assessment completion. This can be done effectively by providing checklists or provide short feedback as they complete their assessments. Feedback has been found to be a very powerful action to improve student learning and evaluation (Hattie, 2008). Much like how you received feedback from your driving instructor prior to a driving test, students too should have had opportunities receive feedback prior to the final evaluation in your course. It is a fair and kind thing to do.

Watch the following short video has he describes how the three guidelines interconnect to produce accessible learning for all students.

Get Started Using the Plus-One Approach

To get started with UDL in your practice, pick one idea to implement and practice. For example, check your slide deck and ensure that you have visual information that accompanies your text (multiple means of representation). Then when you are comfortable, add in a second idea, perhaps trying a think-pair-share (multiple means of engagement). This plus-one approach will prevent you from being overwhelmed with the all the checkpoints that make up the UDL guidelines.

Remember, that implementing UDL is not an event, it is a process. So, take the time you need to implement UDL successfully so that it becomes a consistent part of your teacher toolbox.
References
BOPPPS Lesson Planning Poster: https://tlconestoga.ca/downloads/

Universal Design for Learning UDL: The UDL Guidelines (cast.org)

Hattie, J. (2008). Visible learning. Routledge.

Glenn Wagner Ph.D. (Education & Knowledge Building) brings several decades of experience from the secondary school system as a science educator, action researcher, Program Leader in STEM, and workshop developer for teaching faculty. Glenn works within the Universal Design for Learning (UDL) framework bringing his wealth of instructional experience to promote inclusive and collaborative learning.

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Reach Them All with Universal Design for Learning

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Universal Design for Learning (UDL) is about making course instruction, materials, and content accessible to everyone right from the start. By doing this you will...

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Inclusive Visuals - more than just ALT Text

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Inclusive Visuals - more than just ALT Text

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Another teaching tip from T&L at Conestoga College. This post discusses how much thought really needs to go into the visuals that we choose. For learners with visual impairments, the alt-text is crucial to understanding, but it is something that can benefit everyone. Putting thought into the alt-text, and doing more than just the bare minimum, is important to provide important context. What do you want the learner to get from the image?

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Visuals are inaccessible by default to non-visual learners. Doing the minimum work to ensure that lesson content is accessible (such as using accessibility checkers) may not provide a fully barrier-free learning experience for non-visual learners.

This teaching tip provides three ideas when using visuals in course materials to ensure learners with visual impairments are included. It applies to all course modes of delivery.

Gauge the Usefulness of the Visual

Research suggests that visuals presented in learning materials do not necessarily support learning (Mayer, 2005). Before defaulting to using a visual, ask yourself: what are the learning goals of the visual I want to use? After that, determine whether your lesson goals require a visual for learners, or if they may be achieved another way.

Graphs, charts, and other complex visuals often require lengthy, detailed descriptions to recreate not only data but also the meaning behind the layout, hierarchy, and relationships among the data. Charts provide a particular challenge for non-visual learners. Learners using screen readers, an assistive technology that renders text and image content as speech, hear only one thing at a time; they must hold in their heads title information as row and column data are recited.

To avoid placing non-visual learners in this challenging situation, think creatively about how to represent data in a non-chart format. This will benefit non-visual learners and other students who may find complex visuals difficult to interpret.

Structure and Support Understanding

Visuals may fail to support learning when we don't know what is happening in the minds of learners (Sung-Hee & Bolling, 2010). Students require structured and guided support when learning with visuals. It is critical to describe whatever you are showing, explaining to students what you want them to see and understand.

As well, always ask students to describe what they see and what stands out to them. Paraphrasing draws on the students' own curiosities and asks them to put into words what they understand. Using this strategy, you are then able to provide constructive feedback and further guidance to them.

A non-visual learner will be able to participate in lessons when faculty explain visuals clearly and students verbalize what they are seeing. And, once again, a verbal approach to visual course content will be helpful for non-visual learners and other students.

Use Colourful Alt-Texts

Computers and screen readers cannot analyze an image and determine what the image presents. Alternative text, or alt-text, provides the content and function of the images within web-based content.

An alt-text description will let non-visual learners know that a visual is there. However, without an equivalent description, the alt-text will not enhance learners' experience in any meaningful way. In fact, to avoid appearing biased, authors may write brief and bare alt-text descriptions whose neutrality does not capture the full impact of the image.

Alt-texts are not just for the blind (Utah State, 2020). Learners will benefit from descriptions that provide context and colour. As you write alt-texts, think of yourself as a narrator describing the visuals from the lens of what you want students to recognize as meaningful or relevant.

Use Verbal and Visual Content Together, Always

Images can enhance comprehension, and verbal and verbal content together will enhance each other. Going forward, strive to design and deliver inclusive course materials by 1. thinking through your goal for using visuals, 2. actively support students' sense-making, and 3. describing visuals in ways that bring them to life for non-visual learners.

To learn more about writing alt-texts for different types of visuals, see WebAIM's article on Alternative Text.

References

Mayer, R. E. (2005). Multimedia learning. New York, NY: Cambridge University Press.

Sung-Hee, Jin & Boling, E. (2010) Instructional Designer's Intentions and Learners' Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143-166, DOI: 10.1080/23796529.2010.11674678

Utah State University's Center for Persons with Disabilities. (2020). Alternative Text. WebAIM. https://webaim.org/techniques/alttext/#advanced

Elan Paulson, PhD, has been an educator in Ontario's higher education system since 2004. Before joining Conestoga as a Teaching and Learning Consultant, Elan was on the executive team at eCampusOntario. She previously served as Program Director and as an instructor in professional education programs at Western University's Faculty of Education. With a Master's in Educational Technology, Elan specializes in technology-enabled and collaborative learning to support diverse learners. She has also conducted research on faculty participation in communities of practice for professional learning and self-care.

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This teaching tip provides three ideas for to provide inclusive remote course lesson content where visuals are used.

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Rett University is a great resource for Non Verbal Communication and the use of talkers.  It is a introduction to how to be a communication partner and gives ideas on how to best accommodate communication with nonverbal people and support their abilities to communicate.  I have specifically attached the link to their book club which I find extremely useful with nonverbal students in my classroom.  It is an inclusive book club for all students the reader uses a talker to support nonverbal communicators.  It shows useful ways to include students with verbal difficulties in conversation using technology.

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In My Friend is Sad, elephant Gerald is down in the dumps. Piggie is determined to cheer him up by dressing as a cowboy, a clown, and even a robot! But what does it take to make a sad elephant happy? The answer will make even pessimistic elephants smile.

This book is available from Amazon or check out our entire Rett U Book Club collection.

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Rett U Book Club: My Friend is Sad - Rett University

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Related Posts:Rett U Book Club: That is NOT a Good Idea!Rett U Book Club: This Book Just Ate My Dog!Rett U Book Club: Wilfrid Gordon McDonald Partridge

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Through my experiences as a learner and an educator, I have noticed that very little attention is paid to accessibility in medical training, beginning from the medical school admission process.

The following resource was published in the Canadian Medical Association Journal in 2023 and highlights how exclusionary eligibility criteria, ableism/stereotyping, and lack of standardized national guidelines contribute to barriers in Canadian medical school admissions for students with disabilities.

The article also highlights the benefits that trainees and physicians with disabilities may offer fellow healthcare workers, the healthcare system and patients. It offers some examples of how Canadian medical schools can overcome these barriers. Proposed solutions included revised admission policies, transparent and consistent accommodation policies, anti-ableist training, and collecting up-to-date data on the experiences of Canadian medical students with disabilities to ensure steps can be taken toward increasing inclusion and equity.

Stephanie Kuntz

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CELA (Centre for Equitable Library Access) is a Canadian library service that offers qualifying members free access to Bookshare (https://www.bookshare.org/cms/). Bookshare has over 1 million ebooks available for download. Paired with an ebook reader app (e.g., Go Read), reading books for pleasure (or homework) is now accessible to those with reading barriers.

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The Centre for Equitable Library Access, CELA, is an accessible library service, providing books and other materials to Canadians with print disabilities.

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The article explores accessibility services in Ontario's colleges and universities for students with disabilities. It examines the challenges faced by these students and the effectiveness of existing support systems. Findings from the article reveal a lack of resources and accommodations across institutions, impacting students' academic experiences. Recommendations include enhancing coordination between services, improving communication, and providing more comprehensive training for faculty and staff. The article emphasizes the importance of equitable access to education and suggests strategies for enhancing support structures to better serve students with disabilities in higher education institutions across Ontario.

-Chelsea

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In his TED Talk, Anthony Abraham Jack, Assistant Professor at the Harvard Graduate School of Education, sheds light on the challenges faced by disadvantaged students beyond just gaining access to college. He emphasizes the importance of understanding why these students struggle and proposes changes that educational institutions can make to ensure their success. Jack argues that true inclusion goes beyond mere access, urging us to recognize the diversity among lower-income undergraduates and the unique hurdles they face. By addressing these issues, schools can create more equitable environments where all students, regardless of background, can thrive. Jack's insights offer valuable perspectives for improving accessibility in education and understanding the impacts of socioeconomic disparities on student engagement and achievement.

Anthony Abraham Jack's TED Talk is a valuable resource for educators and policymakers, offering insights into the challenges faced by disadvantaged students and practical strategies for fostering inclusivity in education. By emphasizing the difference between access and true inclusion, Jack prompts reflection on existing practices and encourages stakeholders to reconsider traditional notions of success. His research on overlooked diversity among lower-income undergraduates provides a nuanced understanding of these students' barriers, informing teaching practices and policy advocacy efforts. Overall, Jack's talk inspires dialogue and action towards creating more equitable educational environments where all students have the opportunity to thrive.

-Faith

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On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

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This article discusses that with digital learning being incorporated into schools, accessibility can be more complex and ensuring students are able to access tools and online resources.

The article goes further into why web accessibility is important and how it can benefit both the educator and student. There are great benefits listed for the students and educators which is a great read.

The article also provides 5 tips on building accessible educational services such as student feedback, use of translation tools, accessibility formatted texts, text to speech softwares and more.

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The Importance of Accessibility in Education

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Learn more about the Importance and need for Accessibility Best Practices in the World of Education and Learning.

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I just saw this link in my LinkedIn feed. This has direct ties to one of the case studies we'll explore in the Barriers to Accessibility chapter. What connections do you see with Dhanota vs York University?

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Disclosing a challenging health condition at work can be risky. You may get the accommodations you need, but you may also be met with suspicion, resentment, and accusations of making it all up. Research shows that most disabled employees experience some form of workplace discrimination, including hiring biases, pay gaps, bullying, and mistreatment. In addition, when people with nonapparent conditions disclose them, they often get a "You look fine" response, adding to their reluctance to disclose. In this article, the author discusses why disclosure is challenging, how to decide whether the risk is worth taking, and how a network can support you.

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How to Weigh the Risks of Disclosing a Disability

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Disclosing a challenging health condition at work can be risky. You may get the accommodations you need, but you may also be met with suspicion, resentment, and accusations of making it all up. Research shows that most disabled employees experience some form of workplace discrimination, including hiring biases, pay gaps, bullying, and mistreatment.

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This report on a global study of disability and inclusive education was just tabled in the House of Commons!

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Committee Report No. 24 - FAAE (44-1) - House of Commons of Canada

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Committee Report No. 24 - FAAE (44-1) - House of Commons of Canada

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Accessible Canada Act – visual representation 2

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Accessible Canada Act – visual representation 2

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This infographic explains how the Accessible Canada Act aims to help individuals with disabilities gain better access to opportunities. Individuals with disabilities should be able to obtain employment, access different spaces, and gain access to services. One important aspect of the infographic is that it explains how individuals with disabilities are involved in how the Accessible Canada Act is executed.

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Employment and Social Development Canada

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Infographic on the Accessible Canada Act - Canada.ca

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Infographic on the Accessible Canada Act.

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For my primary educators out there! This is a book that I read to my class this year that worked very well! It is about a boy on the Autism Spectrum who has a difficult time relating to the other people in his life. However, when his mom brings home an orphaned baby skunk (kit) he has an immediate connection with him. Throughout the story you see Bat as he connects with the kit and the people around him. I read this book to my class which has several students on the autism spectrum and who experience many of the same things that Bat does in their everyday life. This book opened a lot of conversations with these students who often don't feel understood by their peers when they explain that they don't like things a certain way or when the class gets too loud. I love using literature to explore inclusion and diversity topics because there are so many options and I find that with the primary students it leads to a lot of discussions and connections.

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A Boy Called Bat | Scholastic Canada Book Clubs

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How getting diagnosed with ADHD as an adult brought me and my squirrelly brain peace of mind

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How getting diagnosed with ADHD as an adult brought me and my squirrelly brain peace of mind

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Though not an academic resource, this first-person perspective from Shara Cooper regarding the impact of undiagnosed ADHD on student success and self-efficacy is impactful. The two lines that stood out to me the most are “I now understand that “normal” is subjective”, and the advice to “define success in ways that honour who we are”.

Claire McCormack

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‘My parents weren’t ashamed, they were worried.’ How getting diagnosed with ADHD as an adult brought me and my squirrelly brain peace of mind

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I am now able to unwind moments I’ve been hanging onto with guilt and shame and reframe them with love and understanding, writes Shara Cooper.

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Association of Science and Technology Centers

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Association of Science and Technology Centers

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During my undergraduate studies, I came across this website while we were looking for resources on accessibility and inclusive design, especially in educational and digital environments. It stood out because it not only explained what accessibility is but also showed how to apply it in real-world situations, making it relevant for anyone learning about AODA and WCAG principles.

The ASTC Accessibility Toolkit is a valuable resource because it teaches organizations how to create inclusive environments for people with disabilities in both physical and digital spaces. It covers respectful disability language, types of disabilities, universal design, digital accessibility, and practical accessibility strategies. It also highlights the importance of communication with teachers and support staff, encouraging organizations to ask about students' needs and accommodations (such as IEPs) and to collaborate with interpreters and aides. It also provides guidance on designing flexible and accessible programs, such as adjusting program length, sharing materials in advance, and setting clear expectations.

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Association of Science and Technology Centers

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Association of Science and Technology Centers

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Working with K-12 Schools and Students - Association of Science and Technology Centers

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Communication with classroom teachers and support staff is key to a successful digital or virtual experience. These conversations provide an opportunity for museum staff to learn about the needs of students and teachers, as well as to set expectations and provide resources. Consider asking the following questions when planning a program with K-12 audiences: Other […]

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This video emphasizes how accessibility can be shown in a way to help people focus by leaving out the distractions, such as headaches, stress or learning challenges. As educators, when we create lesson plans clear it can give students a chance not to become overwhelmed or frustrated in their learning. Giving students some tools, such as captions or laying out the lesson plans more organize can make it easier for students to have a chance to remember better. This video describes how, when we look at designs its not only meant for a few people, but it explores how learning can become more inclusive for all learners.

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Creating Accessible Online Learning: Attention & Cognitive Challenges | TxDLA Webinar

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I appreciate this talk because Roy does not present disability as just a limitation or a problem within the individual. Instead, she explains how disability can help us notice barriers in the environment and design better solutions for everyone.

One idea I found especially meaningful is that accessibility should not be added only after someone struggles. This connects with Universal Design for Learning, which encourages educators to expect learner variability from the beginning and design learning environments that provide meaningful access for all learners (CAST, 2024). In this sense, Roy’s message connects well to education because accessibility should be part of the original design of lessons, materials, technologies, and assessments.

This connects strongly to student success because students may face barriers in how information is presented, how they are expected to respond, or how learning spaces and technologies are organized. When educators use accessible tools such as captions, clear digital layouts, assistive technology, visual supports, or flexible ways for students to show their learning, they are not lowering expectations. They are reducing unnecessary barriers so more students can participate, engage, and demonstrate what they know.

I also appreciated how Roy’s talk shifted the conversation from simply “helping people with disabilities” to designing environments that are more inclusive for everyone. To me, this is important because inclusive design can support confidence, participation, and achievement, especially for students who may otherwise be excluded by traditional approaches.

References:

CAST. (2024). Universal Design for Learning guidelines version 3.0. https://udlguidelines.cast.org/

Roy, E. (2015). When we design for disability, we all benefit [Video]. TED. https://www.youtube.com/watch?v=g2m97gPI70I

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When we design for disability, we all benefit | Elise Roy

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In this TED Talk, Molly O’Connor shares her personal experiences on why accessibility matters and discusses steps we can take to ensure accessibility when creating content with technology. As she was sharing her experiences about her father, I connected with it as my father was in a wheelchair, and as a child, I remember having to ask other adults for help to get him into a building because not all spaces were wheelchair accessible. I also remember the shame he felt, which is not right. People with disabilities should not feel like they need to ask for special treatment to access the same places, tools or technologies as people without. Having a disability should not limit you, yet sometimes the physical environment does, along with online spaces, so we must learn how to change this. People with disabilities can feel excluded, isolated, and outside of social norms. Imagine how this affects a person's life, at any age. Radical Accessibility means creating spaces for people with disabilities as a fundamental human right (O’Connor, 2021). It is important that we create accessible spaces so that people who need them don’t feel they have to jump through hoops to get the same access as people without disabilities do. O’Connor explained that physical, cognitive, and social exclusion are happening all around us, and we may not see them until they affect someone we know. We use tools designed for accessibility, yet we also use them in everyday situations. For example, we use closed captioning or subtitles at work or home, and use automatic door openers when we may be carrying too much. The goal of Radical Accessibility is to make everyday situations easier for people with disabilities, so they do not have to think about whether the environment includes them or whether they can take part. O’Connor shared tips for making online content more accessible for everyone. Tips include using colour contrast checkers, adding ALT text to images, enabling auto-generated captions, and representing diversity when using stock images in presentations or learning content. Additionally, continuing our education, learning from people about their disability, and asking what accessibility means to them is just as crucial. We need to be willing to speak out about accessibility and be okay with uncomfortable conversations. The more we speak out and continue learning how to make everyday experiences more accessible, the more we will support accessibility for all.

References

O'Connor, M. (2021, July 14). Radical accessibility: Including everyone, no exceptions | Molly O'Connor | TEDxSioux Falls [Video]. YouTube. https://www.youtube.com/watch?v=AHW0hcv_rZM

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Radical Accessibility: Including Everyone, No Exceptions | Molly O'Connor | TEDxSioux Falls

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The article explores the intersection of digital accessibility and the rapid growth of multimodal AI (text, audio, image, video). Multimodal AI offers opportunities to scale and personalize accessible digital experiences, but it also introduces risks. The author argues that organizations must leverage AI as an accelerant, not a replacement for human empathy, standards, and judgment, based on some principles that AI cannot replace.

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Accessibility and AI: What’s changing, what must stay

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Amidst astonishing progress, we mustn’t lose sight of foundational truths.