Assignment 2 dug deeper into student support as a component of a comprehensive support plan. It is not limited to technical support. My focus was on blended learning with a system of embedded and onsite learner supports will improve student outcomes and give students enhanced choices to shape their eduction and empower them to succeed.
Feedback: Lots of good elements in this assignment. You nicely lay out your design package and discuss necessary elements to address the support concerns. You included many helpful details regarding your institution that placed the support needs into a framework.
OMDE 608 A1; Grade 98%. I really enjoyed this assignment, as it helped me visualize learner support in a more broad sense. This will start the basis for my research for the semester, focused on providing inclusive education - for all learners. "Technology when used with Universal Design Principles (UDL) is an essential tool to create an inclusive education experience where students will be empowered to learn in a way that appeals to their individual preferences and abilities" (Bjork, 2018).
My initial view of learner support is definitely expanding. Where I initially thought only of a student with a disability such as dyslexia, mental retardation, blindness or hearing impaired, I realize that the scope of learner support is not simply a physical or special needs disability. It can also be access, such as rural areas without internet as describing Native American communities or deployed military in Bates article on Distance Learning populations. It can also be a student who suffers from a cognitive disability such as A.D.D., bipolar or anxiety disorder.
The following quote from "Increasing accessibility: Using universal design principles to address disability impairments in the online learning environment" helped me decide that my focus for the term will be on learner support for students with cognitive disabilities. "Nevertheless, this group of students is largely left untargeted due to beliefs that providing accessibility for them may become an undue burden" (Bates, 2012). I was surprised to read that "students with learning disabilities make up the largest group of people with disabilities", yet they remain the group that is the least likely to have their needs addressed (Pitman, 2014). I want to understand why the author feels that to support this learner group would create such an undertaking. Is it merely because of the myriad of disorders (I.e. depression, bipolar disorder, anxiety, A.D.D., language barriers and more.)? And, if that is the case, I would think that should make this an even more pressing issue. As a side note, I am a student with a cognitive disability; however, I don't ask for learner support. While that may seem strange, I was diagnosed with A.D.D. combined type with anxiety as an adult. Therefore, I've learned to work around my "quirks". I never thought of the way I think, or learn as a disability, because I didn't know I had one. I try to be meticulously organized, and just as described in Pittman's article, "cluttered websites" are maddening to me. My professors will likely notice by my log-in history that I tend to log in, review carefully, and do a lot of downloading. That is because I have to create lists, and organize things very systematically to work with my "race car brain". I live by my syllabus and would be lost without a task list. I hope to find ways to better support this unique sub-set of learners. Impacts of Varied Circumstances and Special Needs Learner support is shifting to individual student support - where educators strive to deliver a student-centered learning environment where each student has equal access, and they are empowered to learn in a way that appeals to their preference and abilities. (Doesn't this sound better than "support students with disabilities")? "Cognitive disabilities are separated into five key areas: (a) attention and memory; (b) language; (c ) executive function; (d) problem solving and reasoning; and lastly (e) social function" (Pittman, 2014). Migrant learners language barriers and cognitive disabilities, which was noted to be "the most predominant group, but the least likely to be addressed" are circumstances and learner groups that I believe will required support across the K – 12 industry due to the increased migrant community and mental health issues that are on the rise (Bates, 2012). That is why I decided to focus my studies for assignment 1 and the rest of the semester heavily on supports for cognitive disabilities. Merely one example - "language", migrant learners may not be able to "listen, think, speak, read, write, do math or follow instructions" simply because of the language barrier. If we look at the principles of universal design, for courses to provide equity of use and flexibility of use, it should include translation supports, or be compatible with assistive devices that will allow these groups to experience the same education experience as any other student. I have often thought that learners who have language barriers may not like being associated with students with disabilities, but now I am looking at it as supporting students with varying learning deficiencies and abilities, whether they are physical, and obvious such as a mobility disability, or silent, such as A.D.D., or social anxiety disorder. What do you think? References Bates, R.A. (2012). Distance learning for special populations. Online Journal of Distance Learning Administration, 15(2). https://www.westga.edu/~distance/ojdla/summer152/bates152.html Pittman, C., Heiselt, A. (2014). Increasing accessibility: Using universal design principles to address disability impairments in the online learning environment. Online Journal of Distance Learning Administration, 17(3). Retrieved from http://www.westga.edu/~distance/ojdla/fall173/pittman_heiselt173.html
The following video provides a great illustration of what surfing the web is like for varying learning groups (blind, paraplegic, and deaf). Each demonstrates what they experience using the internet.
The blind student describes how when a website is not designed to be compatible with assistive technology - like a "JAWS Reader", which reads the content on a screen, it makes it impossible for him to get any use out of it, and keeps him from having the same experience as another student. There are various measures designers can take to address the challenges of accessibility by following Web Accessibility Guidelines, and there are a number of checklists across the web. For guidance on how to meet WCAG 2.0, check out this handy checklist! |
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