Faculty Companion: Guide to Accommodation Plan

Guide to Accessibility, Accommodations and Universal Design for Learning (UDL)

Click here: Accessible PDF

Guide to UDL

Guide to Accommodation Plans

Resources

UDL and Accommodations

Learn More:UDL & Accommodations

Learn More: Resources

Learn More:UDL

Learn More: Accommodations

Guide to Accommodation Plans

Where can I find accommodation plans?

Where can I find accommodation plans?

• At the beginning of each semester and throughout the term, you will receive an automatic email from Accessible Learning Services (ALS) notifying you of a student’s accommodation plan.

• To access accommodation plans:

How can I communicate with students?

Click here

• You will need to log in with your GBCIDnumber@georgebrown.ca and password.

• You will be prompted to review the accommodation plan and acknowledge receipt.

Can’t see an accommodation plan?

Wondering about accommodations in your specific course?

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Guide to Accommodation Plans

How can I communicate with students?

Where can I find accommodation plans?

The most common question faculty have around accommodations and supporting students is how do I talk about it? How do I communicate that I can support them while also respecting their privacy? There are ways to have conversations about accommodations without having to force a student to reveal their specific disability. If you focus on the barrier the student is experiencing, versus what the disability is, you can communicate about ways you can support them so that they can fully participate and have access to information. Please note: The Ontario Human Rights Commission states that education providers have a duty to inquire. So, it is part of the role of an educator to help a student discover if they have learning challenges and how to access support.

How can I communicate with students?

Can’t see an accommodation plan?

Any questions or concerns about an accommodation, feel free to reach out to the Accessibility Consultant listed in the Accommodation Plan. Negative attitudes and stereotypes about disability are the most reported barriers students face when communicating their needs. Click on the video highlighting student experiences to learn more:

Wondering about accommodations in your specific course?

Test Accommodations:

Example Script

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Guide to Accommodation Plans

Where can I find accommodation plans?

Can’t see an accommodation plan?

Click on the images below to see some of the reasons why you may not see an accommodation plan:

How can I communicate with students?

Can’t see an accommodation plan?

Confidentiality Concerns

Previous supports

Expiry dates

You can provide support by referring students to ALS: How to access our services

Wondering about accommodations in your specific course?

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Guide to Accommodation Plans

Where can I find accommodation plans?

Wondering about accommodations in your specific course?

Please reach out to the Accessibility Consultant listed in the student’s accommodation plan. They are a resource to faculty to help address questions related to accommodations. Curious about UDL and how it supports accommodations?

How can I communicate with students?

Can’t see an accommodation plan?

Learn More on UDL

Wondering about accommodations in your specific course?

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Guide to UDL

What is UDL?

What is UDL?

UDL is a teaching and learning framework that guides us to consider learner variability. It is meant to encourage educators to proactively consider the space, tools, materials, and methods and assess for any barriers learners may experience.

Myth about UDL and Accommodations

According to CAST, UDL framework is based on three principles:

Engagement: Ensure all teaching materials and learning environments provide options for recruiting interest and support learner autonomy and choice. Representation: Create options for customization in perception and comprehension and ensure that language and symbols are as clear as possible. People may perceive information in different ways, do not assume people have the same prior experience or knowledge. Action and expression: Give learners the opportunity to internalize the learning and demonstrate their knowledge and growth in a variety of ways.

Where can I find more support about UDL?

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Guide to UDL

Myth about UDL and Accommodations

What is UDL?

Myth: “If I incorporate UDL, there should be no reason for students to need academic accommodations.” Fact: Employing universal design principles to learning experiences does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some accommodations, such as sign language interpreters for students who are (d)Deaf. However, applying universal design concepts in course planning will assure access to the content for most students and minimize the need for accommodations. For example, designing digital resources in accessible formats as they are developed means that no re-development is necessary if a blind student enrolls in the class. Planning can be less time-consuming in the long run. Letting all students have access to your class notes and assignments in an accessible digital format can eliminate the need for providing materials in alternative formats.

Myth about UDL and Accommodations

Where can I find more support about UDL?

Click here to read about more UDL Myths.

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Guide to UDL

What is UDL?

Where can I find more support at GBC about UDL?

You'll find more information about types of supports and resources available to faculty and staff at GBC by visiting:

Myth about UDL and Accommodations

• Visit TLX UDL webpage

• Enroll in the UDL Certificate

Where can I find more support about UDL?

• Consult with a UDL Champion

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Universal Design for Learning (UDL) and Accommodations

What’s the difference between UDL and Accessibility?

What’s the difference between UDL and Accessibility?

UDL takes a proactive approach to learning that emphasizes learner variability and considers the cultural, social and other needs of individuals, rather than a perception of the “average learner”. UDL can reduce the need for individualized accommodations, by considering a wider range of diverse learning needs in the course planning stages. Accessibility is a reactive response to individual barriers and is based on the medical notion of learner variability and disability. Accessibility involves creating individualized accommodations to address information, communication, physical, attitudinal and systemic barriers to learning. While accessibility focuses on barrier removal to improve access, UDL takes a broader and proactive approach, focusing on inclusivity of learners of diverse backgrounds in the planning stages.

How does UDL intersect with accommodations?

Do I still need to provide accommodations if using UDL for assessments?

Note: This resource on UDL and Accommodations was adapted from the University of Waterloo Universal Design Learning (UDL) and Academic Accommodations – For Instructors

Setting the foundations for moving towards a UDL proactive approach.

and the University of Guelph’s Universal Design for Assessments - Accessibility Services.

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Universal Design for Learning (UDL) and Accommodations

What’s the difference between UDL and Accessibility?

How does UDL intersect with accommodations?

Even when UDL principles are applied in course design, accommodations may still be necessary for some students. For example, UDL can ensure that content is accessible in multiple formats, but individual needs like course materials in Braille for blind students can’t always be anticipated in course design. UDL ensures content is accessible in various formats, but it doesn’t eliminate the need for accommodations addressing individual challenges.

How does UDL intersect with accommodations?

Reviewing accommodation requests from Accessible Learning Services as well as students without formal plans, like English language learners or parents with young children, can help uncover unintended barriers in course design. For instance, since returning to in-person learning post-COVID, fewer faculty provide lecture recordings as a resource for students. Yet, demand for recordings has surged, not only through formal accommodation requests but also from students balancing childcare, employment, or those who benefit from revisiting content for better comprehension. Considering access needs and leveraging UDL principles informed by disabled students’ experience can enhance learning for all and guide barrier-prevention strategies.

Do I still need to provide accommodations if using UDL for assessments?

Setting the foundations for moving towards a UDL proactive approach.

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Who do I ask if I have questions?

Universal Design for Learning (UDL) and Accommodations

What’s the difference between UDL and Accessibility?

Do I still need to provide accommodations if using UDL for assessments?

It depends on the accommodations of the student, and the design of your test. The OHRC (2018) specifies that accommodations are individualized to an individual’s disability-related needs. As such, there may be instances that even with the use of UDL, a student may require additional accommodations. If a student requires testing accommodations (such as extra time, the use of technology, alternate format, or the use of a scribe), then these accommodations may still be required. If using UDL in your course, it is recommended that you communicate this at the beginning of the course, with all of your students in your course outlines, and connect individually with students who have an accommodation plan. In this way, you are ensuring your course design is inclusive and flexible and if not, you can continue to provide individual accommodations as needed. You can also consult with Accessible Learning Services for additional support in creating a more inclusive environment and supporting students who still require individualized accommodations.

How does UDL intersect with accommodations?

Do I still need to provide accommodations if using UDL for assessments?

Setting the foundations for moving towards a UDL proactive approach.

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Universal Design for Learning (UDL) and Accommodations

What’s the difference between UDL and Accessibility?

Setting the foundations for moving towards a UDL proactive approach.

If you wish to utilize Universal Design for Learning (UDL), click on the following numbers to learn more:

How does UDL intersect with accommodations?

Communicate your approach with students in advance

Clarify that individual accommodations may still be needed for some students

Do I still need to provide accommodations if using UDL for assessments?

Consult with the Teaching and Learning Exchange

Reach out to your partners in Accessible Learning Services

Setting the foundations for moving towards a UDL proactive approach.

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Resources

GBC Resources

Other Resources

Where can I find Accessible Learning Services (ALS) resources for faculty?

Tips for removing access barriers:

University of Waterloo

Where can I find the Accessible Learning Services (ALS) Guidelines and Process Manual?

Teacher's Accessbility Toolkit:

Accessible Campus

Where can I find the Teaching and Learning Exchange?

Accessagogy Podcast Series:

Ann Gagné

Accessibility Hub:

What other resources are available to me?

Niagara College

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Consult with Accessible Learning Services (ALS): If you are having difficulty with the implementation of any accommodations, or if you are unsure about whether the format of your course/evaluations meets the requirements of an accommodation, please connect with Accessible Learning Services as soon as possible. ALS can be used as a resource for students and educators in ensuring learning is accessible. You do not need to wait until you have an accommodation request to consult with an Accessibility Consultant. If you are interested in trouble-shooting ways to embed more accessibility into your course design, Accessible Learning Services and the Teaching and Learning Exchange can be your partners.

Click to reach out to Accessible Learning Services.

Click to refer to the Accessible Learning Services Guidelines and Process Manual for Students and Faculty.

In High School, students are given “Individualized Education Plans” or “IEPs” and that goes directly to their teachers. Students may not be aware that in post-secondary, they are part of the process and need to meet with an Accessibility Consultant and discuss their own needs. For many students, this is the first time they have ever had to advocate for themselves. Much of the responsibility falls on the student - part of their education includes learning to become self-advocates. This can be a difficult transition when starting College.

Accessibility and UDL Skip Stahl talks about the intersection of UDL and accessibility

The Social Model of Disability

Overview video of UDL

The End of Average!?

Clarify that individual accommodations will still be upheld if required: If a student requires an additional accommodation for their test and/or assessment, it is important to communicate that their required accommodations will be upheld, and that you will work with Accessible Learning Services to ensure the test/assessment meets their disability-related needs. If students email you indicating that the UDL approach does not fully accommodate them, you may respond as follows: “This test/exam uses universal design by giving every student additional time. The goal is to create an accessible situation where accommodation for additional time is not needed because it is already built in. In the past, most students have been able to complete this exam in less than X minutes. However, to ensure accessibility, everyone will be given Y minutes. I understand that additional accommodations may still be required, and I am happy to work collaboratively with you and your Accessibility Consultant to ensure the test meets your accommodation needs.”

Brightspace Class announcement/Course Outline:

Example Script:

Connecting with students:

“Hi Everyone! Welcome to my course! My name is (include name) and my pronouns are (include pronouns) If you recognize circumstances that may negatively affect your learning in this class, please let me know so that we can work together to design strategies to make the course more accessible. If you are a student who has registered with Accessible Learning Services, please feel free to contact me any time before or during the course to discuss your individual accommodation needs. Conversations about ways to make the course more inclusive are always welcome.”

“Dear (student name), I hope you are enjoying the program. As your instructor for (Course Code and Name), I wanted to confirm that I have received and reviewed your accommodation plan. If you have any questions/concerns regarding your accommodation plan and how to utilize these supports for this course, please let me know and I would be happy to discuss further.” If you’d like to share any additional information with me about yourself that would be helpful in supporting you during our time together in this course, please don’t hesitate to connect with me. My pronouns are (include pronouns).”

Consult with the Teaching and Learning Exchange (TLX): You can reach out to TLX Faculty Facilitators and Associates for help with integrating UDL into your teaching and learning practices. For a more sustainable approach, you can start small, by choosing to change one part of your course and make these small changes to your course over time instead of making many changes all at once. Perhaps you’d like to revise a course or assessment, develop multiple means of representation, problem solve around a challenging aspect of your course or program, etc. Click to reach out to TLX Faculty Facilitators and Associates.

TLX Meet the Team page

Accessibility and UDL Skip Stahl talks about the intersection of UDL and accessibility

Communicate your approach with students in advance: UDL encourages clear communication with your students that explains how you have proactively built in ways that minimize barriers to learning. This invites students into conversations about inclusivity and sets the tone for collaborative learning and addressing accommodation needs. When communicating this, be specific about any adjustments you have made to the course. For example, if adding additional time to the test for all students, indicate exactly how much time has been added (e.g., double time). To do this, you are encouraged to : a) communicate this directly in your course outline, b) verbally announce it to your class prior to any assessments, and c) post a notification of this in Brightspace. We recommend that you include at least one statement in writing. An example of how it can be explained is provided below: “This course is utilizing universal design for all tests by providing double time to the whole class. By extending the test duration, I am better able to consider the accommodation and support needs of all, including students with disabilities, students with family responsibilities, and students impacted by other extenuating circumstances. If you are registered with Accessible Learning Services and feel the extended time does not address your access needs, please contact me or your Accessibility Consultant. I am happy to work collaboratively with you and Accessible Learning Services to ensure the test meets your accommodation needs.”.

(Note: This was adapted from the University of Guelph’s Universal Design for Assessments – Accessibility Services.).

If a student is already registered with ALS, their accommodation plan may have expired and need to connect with their Accessibility Consultant to make sure their accommodations are up to date. If you have a student requesting accommodations and you can’t view their accommodation plan, you can follow up with Accessible Learning Services or refer the student to their Accessibility Consultant to ensure their information is up to date.

The Social Model of Disability

Facing Anxiety Anxiety eclipses depression among college students, and the number who say it’s overwhelming them is on the rise. Campus counseling centers confront many challenges in trying to serve students, not the least of which is that mental health still has a stigma on campuses.

There are a lot of great resources developed at GBC:

• TLX: Teaching Resources

• Accessible Learning Services: Information for Faculty

• AODA & Accessibility: Teaching and Learning: Resources & Supports

• Library Learning Commons: Universal Design For Learning - Faculty Guide

• Library Learning Commons: Captioned Media & E-Text

• Assessment Centre: Test Accommodations

• Faculty Brightspace Resources: Provide Accommodations for Student in Brightspace

• Universal Design For Learning Certificate: UDL Glossary

Regarding Test Accommodations:

It is helpful to provide the following information about a test/exam at the beginning of the semester:

• Date of the test(s)
• Length of the test(s) in-class
• Format of test(s) (multiple choice, short-answer, long answer, etc.).

Some students may need to book a reader/scribe or use assistive technology. Providing this information allows students to book the Assessment Centre and request what they need.

Student’s personal and medical information is kept confidential, which means this does not get disclosed to any individuals outside of Accessible Learning Services. The only information we provide to faculty or other GBC departments are the recommended accommodations and confirmation that a student is registered with ALS. We do not speak to outside third parties without a student’s written permission. The only limits to confidentiality we have are in relation to safety concerns, if it is required by law (i.e. – court subpoena), or if we undergo an audit by the Ministry in relation to BSWD funding.

Facing Anxiety Anxiety eclipses depression among college students, and the number who say it’s overwhelming them is on the rise. Campus counseling centers confront many challenges in trying to serve students, not the least of which is that mental health still has a stigma on campuses.