Final Draft

1. Creating an Inclusive Classroom
Diversity and Inclusion of All Adult Learners

2. Learning Outcomes:
Students will be able to:
 Define Diversity
 Participate in activities that demonstrate understanding of
diversity and inclusion in the classroom
 Identify strategies for accommodating diverse adult learners

3. Icebreaker: Human Scavenger Hunt
Go back to “Student Profiles” Forum in week one and find
someone who:
 Lives in Brampton
 Has children
 Has a full time job
 Works in the dental field
 Has worked in their field for over 3 years
 Is new to online learning
 Is bilingual
 Is new to Moodle

4. Food for thought: Activity1
 What did this tell you about the learners in this class?
 Share an experience you have had in training/education
where your needs were not met.
 How can professors accommodate the different needs of
students in their class room?

5. What is Diversity and how does it affect adult learning
environments?
As defined in the Merriam-Webster Dictionary Diversity də-ˈvər-sə-tē, dī- is:
:the condition of having or being composed of differing elements : variety;
especially: the inclusion of different types of people (as people of different races or
cultures) in a group or organization <programs intended to promote diversity in
schools>
(Merriam-Webster Dictionary , 2012)

6. Our Ontario, Did you know?
• Canadians reported more than 200 different ethnic origins, and more than
100 languages.
• 1 in 5 people in Canada was born in another country, the highest
percentage it has been for 75 years
• 32% of Canadians speak a language other than English at home
• 28% of the population are immigrants, the highest percentage in the
country**
• Aboriginal population increased to 3.8% of total (from 3.3% in 2001)
• More than 60 different Aboriginal languages are spoken in Canada**
• 10% of the general population is estimated to be lesbian, gay, bisexual or
• 13.5% of people in Ontario live with disabilities*
• 1 in10 people in Canada have some degree of hearing loss (Canadian
Hearing Society)
(Statistics Canada, Census 2001)

7. Picture this: Gary is an instructor who has a class of 30 students with the
following students included (below), how can the instructor facilitate equal and
fair learning experiences to all of them?
Tamar:
Of Brazilian descent, her
knowledge base derives from
traditional story-telling &
cultural beliefs.
Martha: Jean Claude:
A 67 year-old retired teacher who An international student who
had extensive experience working speaks English as a second
in the field but no traditional language.
approach to learning.
Garry;
Is facilitating a class for a
diverse group of individuals Molly:
Sohee: from across the learning
A student with Attention spectrum, abilities & cultural A visual learner who
Deficit Hyperactivity backgrounds. He is teaching a understands & processes
Disorder & gets distracted Gen-ed class at the college information quickly. She
easily in class. level which is open to has an MBA in Accounting
different students from and a BSc in Computers.
different programs for the
first time.

8. The Answer:

9. Inclusion through Universal Instructional Design
 Universal Instructional Design is:
 Designing learning environments where the content is
accessible to all learners regardless of learning
style, age, background or learning ability.
 An approach that encourages those involved in the
learning process to practice techniques that support UID
principles at a pace and in a manner they can manage
with success.
(Jim Bryson, 2004)

10. Principles of Universal Design
 be accessible and fair,
 be flexible, provide flexibility in use, participation and
presentation
 be straightforward and consistent ,
 be explicit, information is explicitly presented and readily
perceived
 be supportive, provide a supportive learning environment
 minimize unnecessary physical effort or requirements,
 learning space, ensure a learning space accommodates
both students and instructional methods.
(Jim Bryson, 2004)

11. Food for Thought: Activity 2
 Watch the following video on YouTube, please remember to
click the closed captioning button on the right side corner for
more accessibility.
 http://www.youtube.com/watch?v=j7eUf_7dZVM

12. Back to our case scenario, how can the instructor facilitate equal and fair
learning experiences to all learners?
Tamar:
Of Brazilian descent, her
knowledge base derives
from traditional story-telling
& cultural beliefs.
Martha: Jean Claude:
A 67 year-old retired teacher An international student who
who had extensive experience speaks English as a second
working in the field but no language.
traditional approach to learning.
Garry;
Is facilitating a class for a
diverse group of Molly:
Sohee: individuals from across the A visual learner who
A student with Attention learning spectrum, abilities understands &
Deficit Hyperactivity & cultural backgrounds. He processes information
Disorder & gets distracted is teaching a Gen-ed class quickly. She has an MBA
easily in class. at the college level which in Accounting and a BSc
is open to different in Computers.
students from different
programs for the first time.

13. Students with Disabilities
• Human Rights and the Duty to Accommodate
– Accommodation is a shared responsibility. Everyone
including the person with disability, should work to
look for accommodation solutions together.
– There is no set formula for accommodating people
with disabilities. Even though some accommodations
can benefit many people, you need to consider
individual needs each time a person asks to be
accommodated. A solution for one person may not
work for someone else.
(OHRC, 1999)

14. Accommodating Sohee
• Sohee is a student with Attention Deficit Hyperactivity
Disorder & gets distracted easily in class.
• Sohee is not alone, 10% of students have a disability
(Sheridan, 2010)
Learners with a ADHD benefit greatly from:
– Referral to Accessible Learning Services to get accommodations such
as Extra time on exams and sessions with a Learning Strategist
– Preferential seating so they can pay attention in class
– Assistive Technology such as recording lectures to review after class
– Accessing extra notes from professors
– Completing a learning style inventory to understand their strengths and
challenges for example “Kolb’s learning styles”
– Different instructional strategies that incorporate hands-on learning
– Using time management planners

15. English Language Learners
• Based on a survey of immigrants who arrived in Canada between
Oct 2000 and Sept 2001, 40% reported at least one problem with
27% identifying language barriers as the most serious obstacle
(Chui, 2003)
• Within any training program it is important to acknowledge and
support the needs of second language learners (Hancock &
Beach, 2011). It is also important to assess progress, evaluate level
of learning throughout the course, and provide regular feedback.
Instructors should:
– assess if the student understands how the task needs to be
completed, and
– gage if the student understands why it is important
(“Breaking the Language Barriers”, 2000)

16. Accommodating Jean-Claude
• Jean-Claude is originally from France and speaks English as a
second language. He is concerned he will not be able to
understand concepts used throughout the course and might struggle
to keep up with his classmates.
Learners with language barriers benefit greatly from:
– Clear framework of course standards
– Conversation circles
– Referral to international office and other support services
– Clearly-defined skills to be learnt
– Regular assessment and clear feedback of progress
– varied learning formats
(“Breaking the Language Barriers”, 2000)

17. Educational Backgrounds
Mini-Survey
• To understand how a student in Molly’s situation feels, A short survey comprised of 7
questions was completed on 3 different individuals with different educational
backgrounds and with high averages. The questions are as follows:
1) After you learned the information and understood it, did you feel bored or restless having to
listen to it being repeated for others?
2)If yes, to answer 1, then what did you do to pass the time?
Did repeating the information make you feel less motivated to attend classes or even learn, since
no further effort was required on your part?
4)Would you have liked to have been challenged further as a student?
5)What do you feel could have been done to challenge you more or use your time wisely?
6)Did helping others (if you had to perform that task) help you to remember the information better
because you were explaining it to someone else?
7) Is there something in your educational background that enabled you to understand what was
being taught to you better? Or process the information faster? Or organize yourself or tasks more
efficiently?

18. Results
3.5
3
2.5
2
No
1.5
Yes
1
0.5
0
Q1 Q2 Q3 Q4 Q5 Q6 Q7

19. Accommodating Molly
• Molly is a visual learner who understands & processes
information quickly. She has an MBA in Accounting and a BSc in
Computers. Molly has a low motivation for learning because she
does not feel challenged in the classroom.
Learners with advanced educational background benefit greatly from:
– Using problem based learning, where the trainer/teacher would provide the
information needed to solve the problem, and then create a problem that
would encourage the student(s) to use the knowledge gained in the
classroom (Kenzie, 1998, p.47).
– Using mental tools necessary to address the issues presented in their
work/life scenario
– Incorporating group work to help Molly take on an advisory role and helps
“hearing others’ ideas and receiving immediate feedback on proposed
solutions stimulated group members’ understanding” (Kenzie,1998, p.46)
– Using multidisciplinary examples that reach learners from different
backgrounds

20. Accommodating Martha
• Martha is a 67 year-old retired teacher who had extensive experience
working in the field but no traditional approach to learning.
Mature Learners benefit greatly from:
– A respectful environment which involves reflective discussions, with
the mature learners acting as mediators, thus encouraging a positive
outcome in this “psychological” level of Maslow’s hierarchy.
– Clear guidelines on class expectations
– Optional computer and technology-based tutorials that will assist mature
students in developing these skills needed.
– Opportunities to offer mentoring sessions in order to foster
acceptance. In light of Knowles’ theory, connecting past experiences to
current material will make the learning experience more meaningful
(Russell, 2006, p.350).
– Handouts and well-organized written material to supplement any use of
audio-visual material or other contents presented without print.

21. Cultural Diversity
• Refers to identities such as
race, ethnicity, nationality, religion, gender and other
dimensions of difference derived from membership in
groups that are socio-culturally distinct”
(Foldy, 2004)
“The integration and learning perspective argues that
heterogeneous groups function better when they believe
that cultural identities can be tapped as sources of new
ideas and experiences about work” (Foldy, 2004).

22. Accommodating Tamar
• Tamar is 45 years old and originally from Brazil. She arrived in Canada 10
years ago but still has a Brazilian accent. She was educated in a small
village school and much of her knowledge comes from information passed
down through story-telling.
Learners with diverse backgrounds benefit greatly from:
– Integration of Learning Perspective coupled with learning
frames, therefore activating learning.
– Employing High Learning Behaviours or Model II Learning frames
enable learning in culturally diverse groups.
– Including ways to test one’s advocacies and attributions and
encourages inquiring into why others view things the way they do.
– Using multidisciplinary examples that build on the strengths of diversity
and inclusion

23. Tips for Creating an Inclusive Learning Environment for
all Adult Learners
First Class
• Discuss Support Services available to students:
– International Office
– Accessible Learning Services
– Counselling
– ESL class
– Tutoring
– Opportunities for engagement and leadership such as peer mentoring and volunteering
• Provide students with school policies and a detailed course outline, including:
– course objectives, skills to be learnt
– due dates for tests and assignments
– topics to be covered each class
– a definitions list of key terms/concepts that will be covered (students are encouraged to
add to this list throughout the course).
– assignment details, and marking schemes will be provided and clearly explained to
students well in advance of due dates.
• Ask students to complete a short questionnaire regarding:
– motivations for taking the course, and goals
– any issues/questions of concern
– learning preferences.
This information is used to design/modify subsequent lesson plans and exercises to
meet the specific needs of students.

24. Instructional Strategies
• Include a variety of teaching and learning formats including:
– lectures and PowerPoint slides
– use of audio and visual examples of the application of information learned
(eg-video clip, on-site visit/observation)
– hands on practice using the information learned (eg-case studies, role
playing, simulation exercises)
– group work
• Throughout the course:
– Provide handouts of course material (eg-PowerPoint slides) are provided to
students at the beginning of each class (and include references for further
self-study, if desired).
– At the end of each class students have the opportunity to identify any
terms/concepts, theories, and practices that they are having difficulties
with, and would like clarified. There is time allocated to addressing these
items at the beginning of each class.

25. Thank You

26. References
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