Inclusive Teaching Trinity Inclusive Curriculum What is Inclusive

Inclusive Teaching – Trinity Inclusive Curriculum

What is Inclusive Teaching? Topics for this session: 1. The strengths of Inclusive Learning 2. Trinity Inclusive Curriculum (TIC) ethos 3. Online resources and help available 4. Trinity Inclusive Curriculum tool (TIC Tool) Trinity College Dublin, The University of Dublin

Is there a need within Trinity for Inclusive practices ? • Students enter higher education from diverse backgrounds bringing with them diverse learning preferences and life experiences. Inclusive teaching is designed for all students, both traditional and non-traditional. • When designing teaching and learning strategies we need to consider the diversity of the student population. Trinity College Dublin, The University of Dublin

Diversity can take many forms: There is diversity of: • The student population (cultural, age, gender, disability, etc. ) • Learning preferences Trinity College Dublin, The University of Dublin

Is there a need within Trinity ? Trinity College Dublin, The University of Dublin

Merging into many Teaching styles: Trinity College Dublin, The University of Dublin

Merging into many learning styles: Trinity College Dublin, The University of Dublin

Diverse Needs: Cognitive Challenges Cognitive challenges can range from dyslexia and ADHD to Autism, Downs Syndrome, and other intellectual disabilities. Impact on learning • May have difficulty receiving and processing information or have poor problem-solving skills. • May be easily distracted and have trouble with memory, reading, writing, reasoning and understanding acceptable social behaviors. • May have trouble concentrating and rely on assistive tools for reading and comprehension assistance. Trinity College Dublin, The University of Dublin

Diverse Needs: Visual Challenges Visual challenges can range from low vision and color blindness to a complete lack of sight. Impact on learning • May have low vision and rely on assistive devices to help them participate in classroom activities. • May be completely blind and rely on screen readers or textual equivalents to consume digital content. • May struggle to see certain colors or read content in front of the class. • May have difficulty moving around the physical classroom space. Trinity College Dublin, The University of Dublin

Diverse Needs: Physical Challenges Physical challenges can ranges from loss of limb and limited mobility to full paralysis and diminished muscle control. Impact on learning • May not have control over gross or fine muscles required to use technology. • May rely on alternative input devices to interact with digital content. • May have difficulty moving around the physical classroom space. • May struggle to communicate effectively with teachers and classmates. Trinity College Dublin, The University of Dublin

Diverse Needs: Hearing Challenges Hearing challenges can range from slight hearing loss to profound hearing loss or total deafness. • May have limited hearing and rely on assistive devices to help them participate in classroom activities • May be completely deaf and rely on sign language or text based alternatives to audio content. • May struggle with grammar, spelling, vocabulary, and oral presentations. • May have difficulty taking notes while listening to lectures or watching videos. Trinity College Dublin, The University of Dublin

Is there a need within Trinity ? • 23. 4% of 2015/16 admissions were from under-represented groups, comprising 9% experiencing socio -economic disadvantage, 8% having a disability and 7% mature students • 7. 6% of students are registered with the Disability Service; this percentage is generally increasing • 8. 5% of undergraduates and 4. 4% of postgraduates are registered with the DS Trinity College Dublin, The University of Dublin

Is there a need within Trinity ? Trinity College Dublin, The University of Dublin

Is there a need within Trinity ? Disability Service – TCD stats Trinity College Dublin, The University of Dublin

The Universal Design for Learning (UDL) approach: Trinity College Dublin, The University of Dublin

Drivers and Impediments today for UDL Drivers: Impediments: • Enhancing quality of teaching & learning • Last of Time (academic) • Expectation of the students • Improves access to learning for students • Clarity and improves processes Trinity College Dublin, The University of Dublin • Lack of academic staff (knowledge ) • Lacks of Money - Support • Lack of departmental culture

Easy to be inclusive: Quick Wins I can make course information: – Easier to navigate – Easier to read – Easier to transform – More engaging and user-friendly - Tied to learning outcomes & reading lists I can make my presentations: – A more effective learning resource. – Suitable for a variety of media platforms. – More interactive and collaborative.

How can we achieve this? Trinity Inclusive Curriculum ( TIC) To mainstream inclusive principles within the entire College curricula: https: //www. tcd. ie/CAPSL/TIC/ This involves: • Identifying actual and potential barriers to teaching • Identifying learning and assessment strategies for good practice ( e. g JISC UK) Trinity College Dublin, The University of Dublin

TIC objectives & achievements : Linking to enabling strategies: • Training and awareness raising activities • The introduction of online guidelines and resources to help staff create a more inclusive learning environment, • The introduction of a self-evaluation tool for the design and review of curriculum. Trinity College Dublin, The University of Dublin

TIC – Trinity education Project (TEP) integration C urriculum principles and architecture (Strand 2) A I ssessment (strand 3) nternships and study abroad (strand 4) T echnology Enhanced Larning ( Strand 5) L earning Spaces ( strand 6 ) Trinity College Dublin, The University of Dublin • Supports the Trinity brand • Enhance the student learning experience • Alignment to Trinity Strategic plan - disseminate global best practice in higher education • Best international practices are embedded across the entire Trinity curricula

Based on 2 clear Guidelines of UDL: Clarity and flexibility are central to inclusive Curriculum Design. Clarity Flexibility • Ensure students are clear on what will be expected within your module / programme. • Seek to use technology as a supplement to class room contact. • Offer clear, comprehensive information to students in advance. • Timely notice of assessment methods and deadlines. • Avoid jargon in materials. Trinity College Dublin, The University of Dublin • Use a range of teaching methods e. g. Videos teaching materials assessment method

Guidelines for Inclusive Teaching, Assessment, and Supervision Developing Learning Outcomes : Trinity College Dublin, The University of Dublin

Guidelines for Inclusive Teaching: Assessment Many of our current assessment methods were established when the student population lacked the diversity that we find today. As the student population diversifies we need to reassessment methods so as to respond to the needs of this diverse student population. Be flexible: • Use a range of assessment methods to respond to the diversity of the student body. • Consider offering a choice of assessments Clarity • Clear, constructive and timely feedback on performance in assessments • Good practice examples for any assessment method they are unfamiliar with Trinity College Dublin, The University of Dublin

Guidelines for Inclusive Teaching: Assessment Trinity College Dublin, The University of Dublin

Guidelines for Inclusive Teaching: Physical environment • Ensure all students can physically access your teaching and administrative spaces. • Ensure you can hear, and be heard, clearly by all. Ask students for feedback. • Ensure suitable lighting. Can all your students see you and any teaching props you may use. • Ensure timetabling gives all students sufficient time to move between teaching venues. Remember, some students, disabilities or health problems, will take longer to travel between lectures than others. Trinity College Dublin, The University of Dublin

How do you know if the information you produced is accessible ? Information is produced in many formats: Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. Font Style & Size: Your font should have clearly defined letters and spacing between letters. • Research found a majority of users prefer a san-serif font over a serif font. • Sans-serif fonts look good at most sizes, unlike serif fonts. Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. Font Style & Size: Avoid: – underlining, – italics, – BLOCK CAPITALS; Use bold for emphasis. Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. Styles & structure: Why? • Ease of navigation and access. • Automatically created Table of contents • If you save a Word document as an HTML for use on the web, Word automatically and correctly translates built-in Heading styles as H 1, H 2 etc. • Adobe Acrobat knows about Word's built-in heading styles. Creating bookmarks in a PDF file is easiest if you use Word's built -in heading styles Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. Demo: Open both of the attached word documents Unstructured document Structured document If you take away just One thing today –use heading styles in all Word documents!! This one action could make a vast difference. Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. Alternative Text For a shape, picture, chart, Smart. Art graphic, or other object, right-click it, click Format object, and then click the Alt Text pane. To add Alt Text to the entire Smart. Art graphic or chart, click the border of the Smart. Art graphic or chart, and not an individual shape or piece. For a table, right-click the table, click Table Properties, and then click the Alt Text tab. Trinity College Dublin, The University of Dublin

Accessible Tips - Microsoft Word. How can I check that I am on track ? Trinity College Dublin, The University of Dublin

Accessible tips in MS Power. Point Ensure font size is appropriate for the room. Example A: This is Times New Roman, size 14. Smaller font sizes, and serif fonts are harder to read. Fully justified text removes the shape of the text and can create a river effect. FINALLY, BLOCK CAPITALS CAN BE DIFFICULT TO FOLLOW AS BLOCK CAPITALS REMOVE THE NATURAL SHAPE OF WORDS, TURNING THEM INTO BLOCKS. Example B: This is Arial, size 24 with 1. 5 spacing. Larger font sizes and sans serif fonts are easier to read. Left aligned text gives the body of the text a specific shape and avoids the river effect. Using colour on Power. Point allows information to stand out. Trinity College Dublin, The University of Dublin

Avoid Over cluttering. • As a rule avoid over cluttering the slide by only adding as much information as you would have on a postcard. • In a dark room use a dark background with light text. Embolden this text for enhanced accessibility. • In a light room use a light coloured background with dark text. • Ensure there is a decent contrast between background colour and text colour. Dark Blue and cream have been shown to be a good combination. Trinity College Dublin, The University of Dublin

Accessibility tips for PDFs. Basic requirements: From Word to Pdf Select the PDF format. Click the Options button to open a new window: Trinity College Dublin, The University of Dublin

PDF Accessibility checkers All Abode Pro apps come with a in-built accessibility checker Free PAC - http: //www. access-for-all. ch/en/pdf-lab/pdfaccessibility-checker-pac. html Trinity College Dublin, The University of Dublin

Alternative Formats tools available: • Texthelp Read & Write : Available from the University software catalogue OCR engine to convert scanned docs to. doc or. pdf format • Create audio format / epub • Robobraille • www. robobraille. org Trinity College Dublin, The University of Dublin

Guidelines for Inclusive Teaching, Assessment, and Supervision Trinity College Dublin, The University of Dublin

Trinity Powerpoint templates https: //www. tcd. ie/local/identity Trinity College Dublin, The University of Dublin

Procurement Policy • Be technically accessible • Be equally usable • Be capable of being adapted or configured by individual users to meet their specific needs and preferences; • All RFT must now include reference to the accessibility of the goods or service • Procurement Website Trinity College Dublin, The University of Dublin

Organised Events • Ensures a physical area is fully accessible where possible • Checklist & building checker available off the Disability website - http: //www. tcd. ie/disability/physicalaccess/Building-check/ Trinity College Dublin, The University of Dublin

Online Tools & help create Accessible Content Reference the TIC website : www. tcd. ie/CAPSL/TIC/accessible-info/ Trinity College Dublin, The University of Dublin

TIC Tool http: //www. tcd. ie/CAPSL/TIC/evaluation • This is an anonymous, private, confidential selfevaluation tool that allows users to reflect and evaluate upon the level of inclusivity within the delivery of programmes, modules or individual practices. • Once completed, users will receive a report offering suggested actions that they can follow to enhance inclusion in their area

TIC Tool The self-evaluation tool has been created for the evaluation of teaching, assessment, and information sharing processes: • Teaching self-review • Module Evaluation • Programme Evaluation • Research Programme Evaluation • Compliance with Accessible Information Policy • Library Practice Trinity College Dublin, The University of Dublin

2. Use to TIC tool to evaluate you present content: http: //www. tcd. ie/CAPSL/TIC/evaluation Trinity College Dublin, The University of Dublin

Accessibility Maturity Table Trinity College Dublin, The University of Dublin

For further feedback please contact : http: //www. tcd. ie/CAPSL/TIC/accessibleinfo Andrew Costello – Disability Service acostel@tcd. ie Trinity College Dublin, The University of Dublin

Links to UDI Resources www. cast. org/, center for applied special technology site devoted to UDI www. washington. edu/doit/, U. of Washington’s Do-It program’s site, extensive resources for UDI www. facultyware. uconn. edu/, U. of Connecticut’s site devoted to UDI for faculty http: //www. washington. edu/doit/Brochures/PDF/equal_ access_uddl. pdf, brochure regarding UDI for distance learning www. oln. org/ILT/ada/Fame/help_1. html, Ohio State’s site devoted to UDI for faculty and administrators www. ferris. edu/htmls/colleges/university/disability/facult y/udl. cfm, overview of UDI Trinity College Dublin, The University of Dublin

More Links to UDI Resources www. zeff. com/4 C-UDL/UDresources. htm, list of UDI resources http: //telr. osu. edu/dpg/fastfactcolor/Universal. pdf, fast facts regarding UDI and good teachingeverystudent. blogspot. com/2007/01/free-technologytoolkit-for-udl-in-all_12. html, free technology-related resources gwired. gwu. edu/dss/Newsletters/Fall 05 UDL/, guide for making assignments/syllabi accessible http: //kysig. louisville. edu/whatis. htm, UDI description with specific examples Trinity College Dublin, The University of Dublin