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Book part
Publication date: 1 December 2015

Dave L. Edyburn and Keith D. Edyburn

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of…

Abstract

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.

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Accessible Instructional Design
Type: Book
ISBN: 978-1-78560-288-7

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Book part
Publication date: 3 November 2017

Jodi Louise Pilgrim and Angela Kris Ward

The purpose of this chapter is to describe the Universal Design for Learning (UDL) framework and explore ways UDL decreases potential barriers for diverse students while…

Abstract

The purpose of this chapter is to describe the Universal Design for Learning (UDL) framework and explore ways UDL decreases potential barriers for diverse students while increasing opportunities to learn. The sociocultural theory of Lev Vygotsky (1978) serves as a theoretical framework for UDL. Vygotsky (1978) placed much emphasis on the role of the social interaction in the development of cognition stating, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level” (Vygotsky, 1978, p. 57). Additionally, he focused considerable attention on language and private speech. The ability to express oneself in any environment, particularly the classroom, is critical to intellectual development. Another pivotal concept is that of the Zone of Proximal Development (ZPD), which reflects the point between what a child has previously learned and can complete independently and that which they cannot do, even with supports. Our intent was to use student examples, or case studies, of typical diversity in the classroom, to demonstrate the application of UDL principles. Specifically, we provide ways planning for representation of material, expression of material, and engagement in material, which can benefit all learners. The case study examples demonstrate ways effective planning can benefit learners in many areas. The case studies presented in this chapter reflect a small portion of the diverse population in classrooms across the nation. Yet the case studies demonstrate ways planning can incorporate students “in the margin” while at the same time benefitting all students in the classroom. Addressing diversity through the UDL lens helps teachers accommodate individual differences through intentional instructional design, while at the same time providing resources for all students in the classroom.

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Addressing Diversity in Literacy Instruction
Type: Book
ISBN: 978-1-78714-048-6

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Book part
Publication date: 15 January 2021

Sonja Mackenzie

Purpose: This paper presents an exploratory analysis of minority stress and resiliency processes among parents in LGBTQ families. The paper examines two unique minority stress…

Abstract

Purpose: This paper presents an exploratory analysis of minority stress and resiliency processes among parents in LGBTQ families. The paper examines two unique minority stress processes – (1) parents experiencing sexual and/or gender minority stress due to the stigmatization of their own identities as individuals and (2) parents sharing the gender minority stress faced by their transgender and gender expansive (TGE) child, and in the context of their parent–child relationship.

Methodology: Between 2017 and 2018 in-depth, in-person qualitative interviews on the topics of gender, stress, and resilience were conducted with 12 parents in LGBTQ families. Audio recordings were transcribed and then open coded using ATLAS.ti qualitative data analysis software. Analyses of data were informed by critical intersectional theories that locate gender and sexuality within structures of social and racial oppression.

Findings: Interview data indicate that minority stress is experienced by parents experiencing sexual and/or gender minority stress due to the stigmatization of their own identities, as well as among parents sharing the gender minority stress faced by their TGE child in the context of their parent–child relationship. Parents described community resilience and minority coping through interpersonal, community, and institutional support. This paper provides evidence that sexual and gender minority stressors are enhanced and resiliency factors are reduced among those experiencing racism and economic disadvantage.

Research limitations: This is an exploratory study conducted with a small sample of parents in a specific geographic area.

Originality/Value: These data provide initial evidence to support further analyses of the dyadic minority stressors within parent–child relationships in LGBTQ families

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Book part
Publication date: 1 December 2015

Evelyn Hickey

Barriers exist on large scale assessment when students are not able to perform at potential for a variety of reasons. Accommodations are mostly available for students who meet…

Abstract

Barriers exist on large scale assessment when students are not able to perform at potential for a variety of reasons. Accommodations are mostly available for students who meet criteria for diagnosed disability or criteria for the identification of students who have English as a second language. However, knowing that students have diverse needs, accommodations for a few may not be providing appropriate access for all. Options for designing broader universal design for learning (UDL) on large scale assessment, through strategies that are typically restricted to special accommodations, increase access.

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Accessible Instructional Design
Type: Book
ISBN: 978-1-78560-288-7

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Book part
Publication date: 15 May 2023

Krystal Nunes, Ann Gagné, Nicole Laliberté and Fiona Rawle

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation…

Abstract

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

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Book part
Publication date: 4 November 2021

Janie Busby Grant and Karin Oerlemans

Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late…

Abstract

Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late 1990s, the sector has seen a rapid increase in use of materials that can be delivered online; however, not all students benefit, with static or falling participation rates among vulnerable student groups. This chapter describes the development and implementation of the federally funded Structural Adjustment Fund Flexibility, Innovation, Retention, Engagement (SAFFIRE) initiative to use new technologies to provide choice, flexibility, access, and support for students through a revamped curriculum in a medium-sized Australian university. SAFFIRE provided an opportunity to explore the introduction of flexible resources in tertiary teaching, including understanding the drivers, barriers, supports, and key factors in successful deployment of the changes. Within this context, the authors present a case study examining the effectiveness of course content delivery via video in an undergraduate psychology statistics course. The efficacy of video-based learning in the course was assessed through access rates, feedback, and performance, revealing strong evidence for the inclusion of video aids to improve student performance and satisfaction. The interpretation of the case study is embedded in the wider context of the process of deploying flexible online delivery within tertiary education.

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Book part
Publication date: 5 June 2018

Jennifer Kurth, Alison Zagona, Amanda Miller and Michael Wehmeyer

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often…

Abstract

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

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Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

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Book part
Publication date: 8 August 2016

Marcella Turner-Cmuchal and Stuart Aitken

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to…

Abstract

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to accessing and using ICT, while at the same time the essential purpose of using ICT in education for learners with disabilities and/or SEN is to promote equity in educational opportunities.

This chapter considers two key issues:

  • Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

  • Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

In the chapter, how international and European level policy impacts upon the use of ICT in inclusive education will be discussed, followed by the presentation of a profile of a fictitious learner with disabilities who uses ICT as a key tool for accessing educational and inclusive learning opportunities. The case study will be used to exemplify the sorts of issues apparent in many different policy and practice situations across Europe.

Based on this discussion, a consideration of the use of ICT in inclusive education as a tool to enable all learners to be empowered in their learning is presented. This discussion leads to the identification of three potential policy levers that should be further exploited in attempts to address the digital divide and ensure all learners benefit from ICT as a tool for accessing inclusive learning opportunities:

  1. Public procurement;

  2. A widespread programme of training for all stakeholders;

  3. School level policies and action plans for ICT.

Public procurement;

A widespread programme of training for all stakeholders;

School level policies and action plans for ICT.

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Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

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Book part
Publication date: 15 November 2017

Dianne Chambers and Shane Lavery

This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what…

Abstract

This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

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Service-Learning
Type: Book
ISBN: 978-1-78714-185-8

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Book part
Publication date: 3 February 2015

Paul A. Bartolo

School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities…

Abstract

School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities. This chapter suggests that they can support teacher assistants and other educators within inclusive settings in many other ways too. It highlights that SPs are generally trained in holistic student development and group dynamics, in learning, teaching and assessment processes, and in bringing about individual and social change. The whole chapter is based on the idea that inclusion is a concern for all students and therefore also for all school staff. Teacher assistants in inclusive schools are regarded as part of a commitment of the whole school to adapt its curriculum, the organisation of learning and teaching, and the grouping of students so that each one can be actively engaged in the regular learning and social activities of the school.

Thus SPs can be called to support not only the engagement of an individual student but also to help make the class and school welcoming learning communities for all.

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Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

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