Accommodation of Students with Disabilities A matter of learning

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Accommodation of Students with DisabilitiesA
matter of learning

• Robert Lattanzio, Staff Lawyer ARCH
• Marian MacGregor, Clinic Director CLASP, DLI

By PresenterMedia.com
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Overview of Workshop

• Introduction speakers Brief overview of
  Disability Law Intensive

330pm

• Beyond Legal Obligations Reframing the
  Discussion Understanding accommodation as part
  of the teaching and learning

340pm
355pm

• Disability and the University Student Barriers
  (un)known Univ. disability services vs clinical
  setting

• Creating an Inclusive Culture Theory,
  Practice, Reflect ( repeat)
• How do principles of Universal design apply?

430pm

• Learning from Each Other Getting it right or
  wrong doing better Open discussion

445pm
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CONTEXT

• Approximately 14 of Canadians aged 15 and older
  identified as having a disability, nearly 1 in 10
  working age Canadians.
• Canadian Survey on Disability, 2012, Statistics
  Canada
• Persons with Disabilities are half as likely to
  obtain university level degrees.
• Report on Equality Rights of People with
  Disabilities, Canadian Human
• Rights Commission, 2012
• Law Students with Disabilities reported more
  difficulty in securing an articling position than
  their colleagues without disabilities
• Students and lawyers with disabilities
  Increasing access to the legal professions,
  Report of the Disability Working Group, December
  2005

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• Expansive Understanding of Educational Goals

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Disability and the University Student

• University accommodations

• Clinical setting accommodations

• Medicallly based
• Formal
• Based on typical experiences
• Proof
• Documentation
• Exacting
• Third party (disability services) resolves
• .

• Might be medically based
• Might be informal
• Uncertain as to requirements
• Unknowns for teacher and learner
• Balance of client and community work with student
  needs

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• CREATING A CULTURE OF INCLUSION

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UNIVERSAL DESIGN

• the design of products, environments,
  programmes and services to be usable by all
  people, to the greatest extent possible, without
  the need for adaptation or specialized design.
• - Convention on the Rights of Persons with
  Disabilities, article 2

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Universal Design for Learning (UDL)

• 3 Principles for creating curriculum

• Multiple Means of Representation
• Multiple Means of Action and Expression
• Multiple Means of Engagement
• - National Center on Universal Design for
  Learning

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UDL IN PRACTICE

• Understanding disability/accommodations
• Respectful/dignified process
• Articulating needs
• Allow for practice with accommodations
• Allow for trial/error
• Confidentiality
• Ongoing evaluation/monitoring

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• ASK MODEL DO

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STRATEGIES AND TIPS

• creating inclusive culture
• Review/environment scan of workplace (physical,
  policies, processes, attitudes, staff training)
• Use all initial interactions with students
  effectively to promote inclusive culture
• Seek, incorporate student feedback
• Flexibility and creativity