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How do we respond to Change?
http://search.dilbert.com/search?p=Q&srid=S3-USCDR01&lbc=dilbert&ts=custom&w=change&uid=4&method=and&isort=date&view=list&filter=type%3acomic&srt=6
Agenda
• Context – setting for our research
• The Challenge
• Process
• The Duty to Accommodate Team
• Decision Tree Models
• Key Definitions
• Application
• References
The Challenge
• In 2010/2011 large provincial funding changes have
affected all post secondary student with disabilities.
• Originally, Alberta Employment and Immigration (AEI),
has transferred post secondary students with disabilities
to Alberta Advanced Education and Technology (AET).
• In response to the changes in the funding model, the
Center for Excellence in Learning Supports (CELS) at
NorQuest College in Alberta, has collaboratively
redefined their duty to accommodate, thus refining
service delivery.
Process
• In response to the funding changes the CELS
department established 3 different task teams.
– Duty to Accommodate
– Roles and Responsibilities
– Assistive Technologies
Purpose of the Duty to
Accommodate Task Team • Review existing literature, resources and practises
– CELS team identified and adapted Barbara Roberts’
Accommodation Decision Tree model (Roberts, 2006).
• Obtain student input – Ongoing Student Survey on CELS Experiences
• Provide recommendations for future service delivery under the new funding. – Where to go from here?
– A current key definitions
Guiding Principles
1. Universal Design
2. Choice for students
3. Flexibility
4. Fairness
5. Quality of the student learning experience
6. Post Secondary Readiness
7. Sound Fiscal Management
As stated by Cooper in 2008, “using biopsychosocial insights in
the development of educational provision is likely to lead us
closer than we have ever been to a genuinely inclusive education
system” (Cooper, 2008, p 471).
(Roberts, 2006)
Is there a documented disability ?
YES
NO STOP
Is academic performance affected? NO STOP
YES
YESIs accommodation appropriate for
disability?NO STOP
YESDoes accommodation maintain the
essential requirements of course/
program?
NO STOP
Does accommodation work?YES NO
Review and revise
accommodationContinue Accommodation
Student Support Specialist
Team
Monday May 30, 211Academic Accommodations Decision Tree
Implement accommodation
Adapted from Barbara Roberts2006, http://www.queensu.ca/hcds/rarc/pact/tree.html
Definitions
• Permanent Disability:
– is a functional limitation that is caused by physical or mental
impairment that restricts a student’s ability to perform the daily
activities necessary to participate in studies … or in the labour
force, and that is expected to remain with the student for the
student’s expected life.
(CSG-PDSE, and The Canada Student Financial Assistance Regulations)
Definitions
• Duty to Accommodate:
• refers to the requirement under federal and provincial
legislation to make arrangements, adjustments and alternations
in the educational environment to ensure that it does not have
a discriminatory effect on a student because of the student’s
disability. A duty to accommodate is part of the college’s
larger duty not to discriminate.
Definitions
• Accommodations
– are modifications made to the academic environment that help
create equal educational opportunities and provide equal access
to information. Accommodations are intended to remove
barriers related to the functional limitations caused by a
disability or health condition; therefore, there must be a direct
connection between the disability and the requested
accommodation. Accommodation is a shared responsibility
between the student and the institution and arriving at
accommodation is a consultative process.
Accommodations
Do Not:
• Lower academic or non-academic standards to
accommodate students with disabilities
• Relieve the student of the responsibility to develop the
essential skills and competencies
• Give students with disabilities an unfair advantage
“level the playing field”
Is there a documented disability ?
YES
NO STOP
Is academic performance affected? NO STOP
YES
YESIs accommodation appropriate for
disability?NO STOP
YESDoes accommodation maintain the
essential requirements of course/
program?
NO STOP
Does accommodation work?YES NO
Review and revise
accommodationContinue Accommodation
Student Support Specialist
Team
Monday May 30, 211Academic Accommodations Decision Tree
Implement accommodation
Adapted from Barbara Roberts2006, http://www.queensu.ca/hcds/rarc/pact/tree.html
Accommodations
Limitations:
1. Maintenance of academic integrity
2. Reasonableness
3. Undue Hardship
Redefining our Core Services:
The Purpose Statement for CELS embodies the concept of core
services for students with disabilities at NorQuest College:
– The Centre for Excellence in Learning Supports provides
specifically designed supports and services for students with
disabilities.
– CELS also advocates for an inclusive and accessible
environment within the NorQuest College community, and
society at large, by encouraging the use of the principles of
Universal Design.
Non-Negotiable Services
Core services and non-negotiable services are
virtually the same.
•A service is non-negotiable if it is necessary for the
student with a disability to participate reasonably in the
educational setting.
•“Alberta Guidelines for Accommodating Students with
Disabilities in Postsecondary Studies” document
published by the Postsecondary Service Providers for
Students with Disabilities (PSPSD) November 25, 2010.
Universal Design
The Principles are:
1. Equitable Use
2. Flexibility in Use
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Size and Space for Approach and Use
(The Center for Universal Design)
Survey
• Purpose
– Data is collected, by NorQuest College, in order to “support the collection of
evaluative data that can be used to improve, enhance, or reform in order to
enhance the quality of education, research, community service or whatever else
is under scrutiny” (Association of Universities and Colleges of Canada, 1995) at
NorQuest College.
• Methodology
– The data was collected online using a tool hosted by FluidSurveys. and was
cleansed and coded using MS Office programs, specifically MS Excel and MS
Word. Data was analysed using SPSS for the quantitative data and NVivo for the
qualitative data.
• Population and Sampling Framework
– The population for this research project consists of identified users of the
services provided by the Centre for Excellence in Learning Supports (CELS)
Demographics
Disabilities of Respondents
Learning disability 56.8%
Mental health issue or disorder 32.4%
Attention deficit hyperactivity disorder 29.7%
Mobility or functional 21.6%
Deaf or hard of hearing 18.9%
Acquired brain injury 10.8%
Chronic medical condition 10.8%
Blind or partially sighted 2.7%
Programs of Respondents
Academic Upgrading 51.4%
Adult Literacy 13.5%
Practical Nurse 10.8%
No Response 8.1%
Ben Calf Robe Upgrading 2.7%
Administrative Professional 2.7%
Business Administration 2.7%
Graphic Imaging and Communications 2.7%
Therapeutic Recreation 2.7%
Aboriginal Community Support Worker 2.7%
Total of 20 Students Responded Online
Recommendations
All post secondary institutions are in a movement of change and need
to respond within the constraints of their institutional plans and in
the best interest of their students.
1. Redefining duty to accommodate, accommodation, reasonable
accommodation, undue hardship, core services and non-
negotiable services, and a decision-making model.
2. Continual review of needs on students and on the department.
3. Possible extension, is to increase student participatory input in
the reviewing process of our application of definition.
Discussion?
Are there any other models
that your institution has
used to respond to this
change or any other current
change?
References
Alberta Human Rights Commission (2010). Duty to accommodate: Interpretive bulletin. Retrieved May 2011, from
http://www.albertahumanrights.ab.ca/publications/bulletins_sheets_booklets/bulletins/duty_to_accommodate_P
DF.asp
Douglas College. (2009). Accessibility to college programs, courses and services for persons with disabilities.
Retrieved May 2011, from http://www.douglas.bc.ca/services/centre-for-disabilities/policy.html
Grant MacEwan University. (2009). Grant MacEwan University Policy Manual: Students with disabilities. Retrieved
May 2011, from http://www.macewan.ca/contribute/groups/public/documents/document/pfw_003664.pdf
Katsiyannis, A., Zhang, D., Landmark, L. & Reber, A. (2009). Postsecondary education for individuals with
disabilities: Legal and practice considerations. Journal of Disability Policy Studies. 20 (1), 35-46.
Lakeland College. (2009). Handbook for Students with Disabilities. Retrieved May 2011, from
http://www.lakelandcollege.ca/files/PDF/TLC/Handbook_for_students_with_disabilities_May_25_2009.pdf
References
Roberts, B. (2006). Disability, accommodations, & the law: Determining essential requirements -how human rights
cases inform decision making. The CADSPPE Pre-conference Session. Retrieved May 2011, from
https://www.cacuss.ca/content/documents/Link/CADSPPE_Resources/CADSPPE_2010_preconference.pdf
Rose, D. H., Harbour, W.S., Johnston., C.S., Daley, S.G., & Abardanell, L. (2009). Universal design for learning in
post-secondary education: Reflection on principles and their application. In Burgstahler, S.E., & Cory, R.C.
(Eds.) Universal Design in Higher Education: From Principles to Practice (pp 23-44). Cambridge, MA:
Harvard Education Press.
SAIT (2010/2011). Student Guide Accessibility Services. Retrieved May 2011, from
http://sait.ca/pages/studentservices/disablitysupportservices/pdf/GuideDisabilityServices.pdf
Cooper, P. (2008). Like alligators bobbing for poodles? A critical discussion of education, ADHD and the
biopsychocial perspective. Journal of Philosophy of Education. 42 (3-4), 457-474.
University of Alberta (2011). University of Alberta Reasonable Accommodation Policy website. Retrieved May 2011,
http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37660§ion=38765&contentshow=
section