 Universal Design for Learning in Action ! « Ce qui peut être aidant pour un étudiant ayant des troubles d’apprentissage peut l’être pour les autres étudiants. » « What can be helpful for a student with disabilities can be beneficial for other students. » Dubé, Sénécal, Pédagogie collégiale, vol.23, #1, automne 2009

Universal Design in Action Presentation Outline  Universal Design  Facts  Theory  Learning Disabilities  Survey results  Summary F12, W13, F13  F13  Transferring the model  Discussion

Changing Demographics CollegesTotal 2007 (trad.) (emerging) TOTAL (trad.) (emerging) Total (trad.) (emerging) Total (trad.) (emerging) Total (trad.) (emerging) Total (trad.) Emerging TOTAL

A portrait of college students  Mother tongue  Cultural background  Age  Gender  Learning style  Prior academic / personal experience  Strengths and weaknesses Diversity in the Classroom

Our Educational System

Universal Design Approach Social Model Access is a problem stemming from the environment The system/environment is designed, to the greatest extent possible, to be usable by all Access is proactive Access is inclusive Access is sustainable Accommodation Approach Medical Model Access is a problem for the individual Access is achieved through accommodations and/or retrofitting Access is retroactive Access is specialized Access is consumable Adapted from AHEAD Universal Design Initiative Team (2004), Heather Mole, McGill University, AQICESH, 2012

Universal Design

The Neurological Foundation

 Provide Multiple Means of Representation  - flexibility in the way in which information is presented  Provide Multiple Means of Action & Expression  - flexibility in the way students respond or demonstrate knowledge and skills  Provide Multiple Means of Engagement  - flexibility in the ways students are engaged… UDL = flexibility

Learning disabilities in the classroom  Greater cognitive effort/fatigue  Anxiety  Information processing  Organisational difficulties  Reading difficulties  Oral communication

Survey Results  Student Surveys Fall 2013  Confidential survey  Omnivox survey sent to F2013 students (four groups of Basic French, block A )  37% rate of response, n=22  Questions re : level of satisfaction regarding tools and methods used in class throughout the term  Profile of respondants  5 from Upgrading  7 repeating Basic French, block A  6 from High school

Summary of survey results Fall 2012, Winter 2013, Fall 2013

Student Survey  PPT sent in advance  94% felt it was useful in preparation for class (very, somewhat, a little)  100% felt it was useful for in-class work (very, somewhat, a little)  Benefits for students  Useful with notetaking : 90%  Helps to study : 79%  Theory more understandable : 68%  Course easier to follow: 68%

Student Survey  Reading instructions aloud  Helps to better understand test instructions and questions  Essays 83%  Readings 83%  Listening comprehension 83%  Benefits of reading text  Helps to better understand questions 83%  Helps to better understand the text 78%

Student Survey  Antidote  81% were not familiar with Antidote  94% found the writing process easier  75%, using Antidote, gained a better understanding of grammar rules  Comments  The dictionaries rock !! So do all the little features on the side you run into if you adventure.  Using Antidote for the first time it was all new but I did discover that you can learn to correct mistakes but also see why it is mistake

Student Survey  Mind Maps  37% felt that it helped their learning (a lot, somewhat)  63% felt that it helped their learning (a little, not at all)  Comments  I found the mind maps and pictures are not helpful at all, and instead of making them I prefer to organize the content and transfert them into a structured table

Universal Design : Applications and Summary  Multiple means of representation  Course outline; PPT; mind maps; lab. access; computers in classroom; rhythm  Multiple means of expression  Varied evaluations; recorded readings; self- correction guide; memory-aid; mind maps; alternative evaluations, allotted time  Multiple means of engagement  Mind maps; journal writing; self-correction guide; extensive reading; class forum, blog, allotted time/rhythm

The Nine Principles of UDI – Teacher’s point of view  1. Course material accessible by Internet or = PPT in advance  2. Flexibility of learning and study strategies = mindmaps  3. Clear instructions and use of simple tools = vocabulary  4. Diversified pedagogical material = font  5. Evaluate targeted competencies = guide d’autocorrection  6. Facilitate computer use in class = Antidote  7. Size and space appropriate for use  8. Community of learners = forum, team work  9. Instructional climate designed to be welcoming and inclusive = journal de bord

Point d'interrogation, Jean-pierre Desclozeaux tiré de : Une psychanalyse, pourquoi ? de R. PERRON.  Case studies  Transfer of the model  Anymore questions ?  Which principle would you first apply? Transferring the model

Mediagraphy  Universal Design for Learning (UDL)  AHEAD Universal Design Initiative Team (2004), traduit du travail de Heather Mole, Université de McGill  Higher Education Opportunity Act,  DUBÉ, France et Marie-Neige SÉNÉCAL (automne 2009). Les troubles d'apprentissage au postsecondaire: de la reconnaissance des besoins à l'organisation des services, Montréal : UQÀM, Pédagogie collégiale, vol.23, #1.  DUCHARME, Daniel et Karina MONTMINY (2012). L’accommodement des étudiants et étudiantes en situation de handicap dans les établissements d’enseignement collégial, Québec : Avis de la Commission des droits de la personne et des droits de la jeunesse (CDPDJ), 224 p.  MCGUIRE, Joan, SCOTT, Sally et Stan SHAW (2003). “Universal Design for Instruction: The Paradigm, Its Principles, and Products for Enhancing Instructional Access”, Journal of Postsecondary Education and Disability, 17(1), pp Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014

Mediagraphy  UDL  MEADOWS, Jocelynn, PRUD’HOMME, Annie-Claude et Jean-Pierre Lamontagne (automne 2010). La conception universelle de l’apprentissage: des stratégies pédagogiques proactives pour aider les étudiants… et les enseignants!, cégep de Rimouski, Développement pédagogique, Pédagotrucs 37, vol. 9, #1. rimouski.qc.ca/pages/cegep/documents/pedagotrucs/no37.pdf rimouski.qc.ca/pages/cegep/documents/pedagotrucs/no37.pdf  MOLE, Heather (juin 2012). Universal Design and the Inclusive Classroom, Montréal : Université McGill, Colloque de l’AQICESH.  Revue Pédagogie collégiale, Dossier – situations de handicap et enseignement supérieur, vol.25,#4, été 2012, p.4 à 44.  (Center for Applied Special Technology)  (Association on Higher Education And Disability)   Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014

Mediagraphy  UDL  PRUD’HOMME, Julien (2013). La conception universelle de l’apprentissage (Universal Design) et sa mise en œuvre, Enjeux 2.2, Capres,  ROSE David H. et Anne MEYER (2002). Teaching every student in the digital age: Universal design for learning. Alexandria : Association for Supervision and Curriculum Development.  ROSE, David H. et Anne MEYER (sous la direction de) (2006). A Practical Reader in Universal Design for Learning, Cambridge : Harvard Education Press.  ROUSSEAU, Nadia et Stéphane THIBODEAU (2011). S’approprier une pratique inclusive: regard sur le sentiment de compétence de trois équipes-écoles au coeur d’un processus de changement [Numéro thématique : Valorisation de la diversité en éducation : réflexion, états de connaissances, pistes d'action et défis contemporains (sous la direction de L. Prud'homme, S. Ramel et R. Vienneau)], XXXIX (2), pp Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014

Mediagraphy  UDL  ROUSSEAU, Nadia et Stéphanie BÉLANGER (dir.) (2004). La pédagogie de l’inclusion scolaire, Québec : Presses de l’Université du Québec, Collection Éducation/Intervention.  STANKÉ, Brigitte et Nadia ROUSSEAU (2013). La dyslexie‐dysorthographie: mythes, préjugés et réalité, Congrès AQETA, mars  TREMBLAY, Stéphanie (2013). La conception universelle de l’apprentissage en enseignement supérieur : Principes, applications et approches connexes, Revue de literature, Montréal : projet interordres sur les applications pédagogiques de la conception universelles de l’apprentissage, 62 p.  TRÉPANIER, Nathalie et Mélanie PARÉ (dir.) (2010). Des modèles de service pour favoriser l’intégration scolaire, Québec : Presses de l’Université du Québec.  TOMLINSON, Carol (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria : Association for Supervision and Curriculum Development. Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014

Mediagraphy  Learning Disabilities  DUBOIS, Mireille et Julie ROBERGE (2010). Troubles d’apprentissage: pour comprendre et intervenir au cégep, CCDMD.  MACÉ, Anne-Laure et France LANDRY (février 2012). Efficacité des mesures de soutien chez les populations émergentes au niveau postsecondaire: ce que la recherche nous dit!, CÉSAR, Université de Montréal, Service de soutien à l’apprentissage, Université du Québec, Comité Interordres.  Projet Interordres sur l’intégration à l’enseignement supérieur des nouvelles populations en situation de handicap. Stratégies pédagogiques favorisant la réussite des nouvelles populations étudiantes en situation de handicap et moyens susceptibles d’amener les professeurs d’exprimer leurs besoins à l’endroit du soutien pédagogique de ces populations. Revue de littérature, Comité Interordres Nouvelles, Décembre  neurologie-psychiatrie/dossiers-d-information/troubles-des- apprentissages-dyslexie-dysorthographie-dyscalculie neurologie-psychiatrie/dossiers-d-information/troubles-des- apprentissages-dyslexie-dysorthographie-dyscalculie  Association québécoise des troubles d’apprentissages (AQETA), (En ligne). Site web pour s’informer sur les troubles d’apprentissage. Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014

References  Alice Havel  Susie Wileman  Effie Konstantinopoulos  Laure Galipeau  Catherine Soleil