Take Action

After planning your action, comes the time to manage really your classroom. Here are some tips to guide you.

ICT and differentiated instruction

More and more students with disabilities are taught in an inclusive setting.. Fortunately, ICT is an excellent tool to practice differentiated instruction. A growing body of research confirms that when it comes to learning, one size doesn't fit all. Differentiated instruction is based on the idea of adapting the teaching strategy and content to the needs, speed and learning styles of each student.

Adapting the context: Classroom layout must be accessible for all students. For example, teacher must make sure that there is enough space to accommodate students using a wheelchair.
 
Adapting the procedures: It consists in introducing modifications on teaching strategies or the tasks given to the students. As an example, by creating a code of colors for the tasks (e.g., yellow circles for reading tasks and a blue squares for exercises), you will create inclusive teaching materials that may assist  an ESL (English as a Second Language) student as well as others who learn best by using visual aids.


Adapting the content:  It is important to select flexible technologies that offer options in adapting the content to the students’ needs (for e.g. audio version of texts (Link to appropriate section in Alternative Formats)). Keep in mind to ensure that technology use (or the application of its flexibility options) does not interfere with other students in the class (disturbing noise, complicate interface because of the multiplication of the flexibility options, etc.)


Adapting the evaluation: Technology can help you to adapt the output of learning of students, inclusive of those with disabilities. For example, the use of word processing is an excellent strategy to accommodate students who experience difficulty writing.

 


Remember that...


1. Technology isn't the spotlight – technology should support and encourage the use, the development and the quality educational content


2. Technology use must be adapted to the needs and characteristics of the students


3. Technology use must take into account the content of the individualized educational plan (IEP) of the student and the learning objectives it contains

 

Engaging the Student

Helping you meet Ontario's AODA
How It Relates to the AODA legislation: 


Take Action relates to the following sections of the Accessibility for Ontarians with Disabilities Act (AODA) Integrated Accessibility Regulation
Accessible Formats and Communication Supports
Training on Accessible Course Delivery and Instruction

AODA Significance: 

1. The Take Action section describes how educators may develop teaching strategies and content that support the various learning styles of students.  Learning about who uses alternative formats and how these are used assists educators with integrating inclusive approaches to teach, communicate and share information.
2.  People interact, learn and communicate in diverse ways. Learning opportunities are increased when flexible ways of engaging with learning materials are provided. Considering how people communicate is important for knowledge to be exchanged. Alternative formats take into account diverse ways of exchanging information.
3. The AODA legislates that educators, teachers and staff are to learn about accessible course delivery and instruction and be knowledgeable at interacting and communicating with people with disabilities who may use alternative formats.

Additional Resources: 

To learn of ways to innovate, develop & design for accessibility, visit OCAD University’s Inclusive Design Research Centre website.                                                                      
To learn how this section relates to the core principles of the AODA Customer Service regulation, visit the AODA page on SNOW.