Can Learning Be Accessible
to All?
Presentation under Creative CommonsSome images are fair use Rosemarri Klamn, MAPC, CHRP
Policies, practices and processes in reaching marginalized learners
Presentation to 2015 Athabasca University Graduate Student Conference
September 25 – 27, 2015
Marginalized learners
Who are these learners?
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Marginalized learnersMismatch between person’s (health) condition and
their environment
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How do we learn?Pedagogy and Technology
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Rethink Learning
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Accessibil ity in Learning
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Assistive Technology: tools for learners
• Alternative interface: screen readers; key-guards; keyboard alternatives and mouse alternatives
• Visual ization: video and animation• Reading: audio narration; colour/front options; comprehension tools;
outlining; text-to-speech• Recording: video; portable keyboards; digital camera; voice recording• Writing: handwriting alternatives or handwriting recognition: e.g.
word prediction; word banks• Planning, organizing or summarising :e.g. mind-mapping software• Communication: synthetic speech; symbol systems (JISC TechDis, 2007a)
Seale, J. 2014, p. 7
Policies, Practices, and ProcessesOpen Education Resources
MOOCsCollaboration
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Stakeholders within
Educational Institution
Mediating Phi losophy
Drivers
Stakeholders outs ide
Educational Institution
Disabled Learner
Adapted from Seale, J. (2014), p. 12
Learner + Educational Institution + Government + Community + Employer = Learner Success
Learner Success
Presentation under Creative CommonsSome images are fair use
Can Learning Be Accessible To All?
Presentation under Creative CommonsSome images are fair use
Policies, practices and processes in reaching marginalized learners
Rosemarri Klamn, MAPC, CHRP
Presentation to 2015 Athabasca University Graduate Student Conference
September 25 – 27, 2015
References
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References
Roach, W.L., 2009. Edited by Atkinson, C. (2010) and Boyd, D. (2011). ETEC 510. Ensuring Quality Education Through the Use of Technology in a Rural Setting
Rahona-Lopez, M. and Perez-Esparrells. (2013). Educational Attainment and Educational Mismatch in the First Employment in Spain. International Scholarly Research Notices. Volume 2013 (2013), Article ID 850827. Retrieved July 12, 2015. http://dx.doi.org/10.1155/2013/850827
Seale, J. E-learning and disability in higher education: accessibility research and practice. 2nd Ed. Routledge.
Tate, K., Fallon, K.M., Casquarelli, E.J., Marks, L.R. (2014). Opportunities for Action: Traditionally Marginalized Populations and the Economic Crisis. http://tpcjournal.nbcc.org/opportunities-for-action-traditionally-marginalized-populations-and-the-economic-crisis/
Taormina-Weiss, W. 2012. The Costs of Marginalizing People with Disabilities. 2012.02.24. Disabled World. Editorial. http://www.disabled-world-com/editorials/marginalizing.php
Three Principles of Universal Design Principles. Kurzweil Education Systems. Retrieved at https://www.kurzweiledu.com/udl-three-principles-p4.html
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http://www.un.org/disabilities/default.asp?navid=12&pid=150
World Conference on Youth 2014. Issue Brief: Empowering Marginalized Youth including Young Key Populations. http://www.wcy2014.com
Yembuu, B. n.d. Open and Distance Education in Mongolia: Possible Relevance of Open Access. National Centre for Non Formal and Distance Education, Mongolia. Retrieved August 1, 2015 from www.coady.stfx.ca/tinroom/assets/file/resources/.../yembuu.pdf