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.

 

Check out this cool video!

I selected the trend ‘duty to accommodate’ because of my step-daughter who is on the Autism Spectrum and I was interested to see how her education was affected by this trend. For this article, I’ll specifically look at British Columbia.

Duty to accommodate was created by incorporating several Federal and Provincial legislation and agreements including, but not limited to, the Canadian Charter of Rights and Freedoms, the Canadian Human Rights Act,  British Columbia Human Rights Code, the British Columbia Freedom of Information and Protection of Privacy Act.

It is recognized that providing education and services to students with disabilities is a responsibility shared between the Provincial Government, schools, colleges, universities and other post-secondary institutes.

The purpose of the duty to accommodate is to remove the barriers caused by a students disability and place the student on a level playing field with other non-disabled students. The institution has an obligation to look at every student individually,  clearly examine the limitations and restrictions, and determine whether they can be accommodated. However, the institution is not required to satisfy unreasonable demands but is expected to tolerate some measure of hardship in the process.

Reasonable considerations have to satisfy certain criteria such as 1) the individual needs are clearly documented; 2) the most integrated experience is made possible; 3) the course/programs essential requirements are not compromised; 4) there is no threat to personal safety of the student or safety; 5) and there is no undue hardship or administrative burden.

The student also has responsibilities such as 1) bring the request for accommodation forward in a timely manner; 2) present appropriate and current documentation; 3) the documents must be from certified and/or licensed professionals; 4) must meet all pre-admission and academic standards; and 5) abide by all policies and procedures of the institution they attend.

There are a number of programs available for students with physical and mental disabilities listed in this article dealing with financial assistance, library services, employment, adaptive equipment, transportation, and specialized clothing.

This article gave me a clearer picture as to what the many learning institutions must do for my step-daughter and what her obligations are to the institutions. The system resource and agencies listed which are available to my step-daughter will be very helpful while going forward with her disability and education.