Part 1: Post #1 – Trends

I searched the web and chose an article on duty to accommodate, posted it in my Resource Section, and discussed it with my learning partner who chose MOOC’s.

The DisabilityServices Framework – Guidelines for the Accommodation of Students with Disabilities Attending Post-Secondary Education in British Columbia.

https://studentaidbc.ca/sites/all/files/school-officials/disability_services_framework.pdf

Bekki and I read each other’s articles and comments sharing them on e-mail and Skype.

I read your article on MOOC’s and u-tube video. It was very informative, considering I had no idea what a MOOC was until I took this course. For a general interest or hobby course, I feel it would be interesting but not for a more hands-on type of course like basic electrical wiring. There’s no way it would be appropriate for a more serious and in-depth college or university course.  But I can see how hundreds of students could be together and discuss specific issues and topics which would really enhance the learning activity of a more for interest course.  How do you know someone else isn’t taking the course for that person by completing their assignments and quizzes. The peer evaluation is a bit odd but there’s no way one instructor could mark hundreds of students papers. Also, what is the credibility of the instructor? My friend does not believe in MOOC’s because of the big name universities and renowned instructors taking the money and hope you don’t continue or complete the course. It was compared to the larger fitness chains. MOOC’s have their place in teaching but course specific.

As we were discussing about your trend-” duty to accommodate,” I read about an article , Canadian Human Rights Commission, questioning the quality of education given to students with disability. the lack of disability accommodation and support, lack of services and funding. As I told you  I lived in Pemberton BC  for so many years, and I’ve seen people with disabilities living in remote areas on First Nations reserves, the lack of support and exclusion is still present.. But I think the government of Canada have done their work in helping students with disabilities to gain access to post-secondary education . and still committed in creating opportunities to ensure the full participation of all people with disabilities, including students.

Bekki asked,  Do you know whats in store for student with disabilities who graduated from high school heading off for post secondary? How about academic adjustment? examples, length of time permitted for the completion of degree requirement, adaptation of the manner in which specific courses are conducted. How about students with impaired sensory,?

Vancouver Community College, for example, has clear policy https://www.vcc.ca/…/vancouver-community-college/…/students-disabilities-policy-d-04-01-pdf providing “full, fair, and equal access to all College services, programs, and facilities.” The college provides disability services for visual, hearing, physical, learning, mental, neurological, chronic, and temporary disabling conditions. This also includes course and program planning, college orientation and adjustment, and ongoing learning assistance such as equipment, braille, tapes, and interpreting. The length of time permitted for a degree can always be extended, especially for part-time students. I don’t know how long you can take. Adapting the course may be accommodated providing it is reasonable. “…it is intended to provide alternate ways for students with disabilities to participate fully in the learning environment and College community.”

I enjoyed the discussion with Bekki and I can see the benefit of Skype using it anywhere from a formal classroom setting to an informal talk while sitting in the park.