Abstracts
Abstract
There are growing demands to proactively support students with disabilities in postsecondary education. This article examines a mixed-methods study with accessibility consultants and other faculty in a community college pilot program focussed on redesigning courses to increase inclusiveness. Findings highlight the successful and well-received role of the accessibility consultants collaborating in redesign triads. Challenges experienced by accessibility consultants are also discussed, for example, around time allocation for this type of work along with their daily support of students. Recommendations for accessibility consultants involvement in expanding inclusive course redesigns are made, such as, including them more in the process of curriculum design and ensuring appropriate time for their participation.
Keywords:
- accessibility consultants,
- accommodations,
- inclusive course designs,
- postsecondary education
Résumé
La demande d’un soutien proactif des étudiants ayant une incapacité se fait de plus en plus pressante dans l’enseignement postsecondaire. Le présent article porte sur une étude où des conseillers et conseillères en besoins spéciaux ainsi que d’autres membres du personnel ont employé diverses méthodes dans le cadre d’un projet pilote axé sur la refonte de cours visant à accroître l’inclusivité. L’étude montre que la collaboration des conseillers et conseillères en besoins spéciaux est fructueuse et bien acceptée au sein des équipes. Il y est aussi question des défis à surmonter de la part des conseillers et conseillères, dont le temps à accorder à ce travail dans le cadre de leur soutien quotidien offert aux étudiants. Des recommandations y sont faites touchant la participation des conseillers et conseillères en besoins spéciaux à la refonte de cours inclusifs, dont celles de les inclure davantage dans la conception des programmes d’études et de veiller à ce qu’ils en aient le temps.
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