UNews - Accessible Learning Centre

Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

trevor.kenney — Wed, 04 Sep 2024 16:56:49 +0000

Keltie Hamilton (BHSc ’20), an instructor in the Public Health program at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has been selected as this year’s recipient of the Inclusive Education Certificate of Recognition.

Keltie Hamilton teaches Public Health in the Faculty of Health Sciences.

ULethbridge’s Accessible Learning Centre established the award to acknowledge instructors who foster inclusive and accessible learning environments. Students nominate instructors for the award and the final selection is made by a committee representing the Accessible Learning Centre and the Teaching Centre.

“We are extremely pleased to present the Inclusive Education Certificate to Keltie,” says Dawn Vickers, manager of the ��Ѹ��Դ��߿�Ƭ’s Accessible Learning Centre. “Keltie draws upon universal design principles to model and promote student learning, personal development and academic success. She initiates opportunities to connect with peers and is eager to expand her knowledge and skills to support students with specific concerns. Students have told me that she facilitates inclusive and welcoming environments that foster positive engagement both within their course and with peers.”

Faculty of Health Sciences Dean, Dr. Jon Doan, Accessible Learning Centre Manager, Dawn Vickers, Keltie Hamilton, Vice-Provost (Students), Kathleen Massey and Executive Director, Student Services, Mark Slomp.

“I’m honoured to have been nominated by students for this award,” says Hamilton. “I work really hard to be accessible to my students. I’m a young new instructor so I try to incorporate a lot of feedback, and I work closely with the Teaching Centre. It’s nice to hear the hard work is paying off and students are noticing. I understand how students might feel about certain deadlines or times of the year.”

“She does so much in class to help her students learn better. She is understanding,” wrote one student.

“This instructor formats her class to best support her students. Professor Hamilton is very understanding and accommodating,” wrote another student. “As long as you communicate to her what is going on, she is willing to work with you and figure out a plan to complete assignments or adapt assignments to your needs. I have never met a professor who is so understanding and who always has her students’ best interests at heart.”

U of L professor Don McIntyre receives inclusive education award

caroline.zentner — Tue, 14 Dec 2021 20:45:59 +0000

Don McIntyre, this year’s recipient of the Inclusive Education Certificate of Recognition at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has always worked to ensure his students have positive learning experiences, and he became even more innovative amid the challenges of the COVID-19 pandemic.

The annual award was established by the U of L’s Accommodated Learning Centre to acknowledge professors who foster an inclusive learning environment in their classrooms.

“We are delighted to present this certificate on behalf of students, who nominated Don for his inclusive course design and delivery methods,” says Dawn Vickers, manager of the U of L’s Accommodated Learning Centre. “When students experience a welcoming environment that incorporates universal design, they are more likely to feel belonging, fully engage and experience success.”

Kathleen Massey (right), associate vice-president (students), presents Professor Don McIntyre with the Inclusive Education Certificate of Recognition.

“I am so pleased to present this student-nominated award to Don and I’m very grateful for his outstanding commitment to making learning opportunities accessible to all students,” says Kathleen Massey, U of L associate vice-president (students). “By doing so he is ensuring that all students who want to learn in his courses are able to do so in a fully inclusive manner.”

McIntyre, a professor in the Indigenous Governance and Business Management program in the Dhillon School of Business, was nominated by several students who said his use of technology, including speech-to-text software, allowed them to fully participate in the learning experience. He made class recordings available on Moodle so students could revisit them as often as they wanted. Some of his other solutions are not high-tech at all, like wearing a clear plastic mask when teaching so students can lip read. In addition, students appreciated his use of imagery and stories to help convey course materials.

“He also displayed a genuine willingness to listen and learn from his students, especially whenever course material affected his students personally,” says one student.

“I was extremely moved by the compassion he showed me at this difficult time and I have highly recommended his classes to other students,” says another.

“I was floored when I received the note telling me about the award,” says McIntyre. “This is just what I do; I’m not doing it to have someone acknowledge it, but when the acknowledgement comes, it’s very nice. I’m honoured and delighted to be given the opportunity to be a teacher. If someone has come here to learn, it’s incumbent on all of us to figure out how to make it happen. Students have more than enough roadblocks to being able to have an education. The administration and staff have helped me immensely to provide these supports to students on their journey.”

His philosophy is straightforward — if it’s good for one student, others will benefit, too. Along with creating an inclusive classroom, McIntyre gives students multiple ways to learn course content, something that grew out of his Anishinaabe upbringing. One way is to use stories that demonstrate concepts.

“For some students, that hits the mark,” he says. “Other students want something much more pragmatic like a case study. I incorporate repetition, the use of stories, narrative and illustrations, and group discussions into my classroom.”

Through all these ways of sharing class material, McIntyre ensures students’ different ways of learning and knowing are ignited.

“Creating a space of safety, where everyone feels included and valued is what makes a learning experience truly transformational,” says Martha Mathurin-Moe, the U of L’s executive director of Equity, Diversity and Inclusion. “Learning about the numerous ways in which Professor McIntyre makes his students feel seen, heard and included should be celebrated. This is one of many things we can all do to create an inclusive campus. I congratulate and thank Professor McIntyre for his compassion and innovation in making our U of L campus an amazing place for our students to live and learn.”

The Inclusive Education Award was created to acknowledge professors and instructors who recognize the value of diversity and are responsive, adaptable and collaborative in accommodating learning needs. They demonstrate caring, compassion and empathy by promoting a classroom culture that is welcoming, respectful and inclusive and by adapting their teaching methods and content using universal design principles. Incorporating a universal design for learning framework provides all students, and especially those with disabilities, more opportunity to have a positive and successful post-secondary learning experience.

New annual award celebrates inclusive education practices

caroline.zentner — Tue, 14 Jul 2020 17:01:48 +0000

The Accommodated Learning Centre at the ��Ѹ��Դ��߿�Ƭ of Lethbridge is pleased to announce the first recipient of its new Inclusive Education Award.

Callista Chasse, an instructor in the Faculty of Health Science’s Addictions Counselling program, is recognized for the exemplary practices she uses to enrich learning experiences for students with disabilities.

“Callista was nominated by her students as she has demonstrated engagement and practices that are actively supportive and inclusive in her teaching and we are delighted to recognize her commitment with this award,” says Dawn Vickers, manager of the U of L’s Accommodated Learning Centre.

Those who nominated Chasse said she creates a “very inclusive teaching environment” and is “adamant about using person-first language.” One student described her as a very informative teacher who states objectives clearly.

“She makes the classroom a safe and welcoming environment and is very open,” said another student. “It made me feel comfortable to approach her.”

“I am honoured and moved to be the recipient of this important award from the Accommodated Learning Centre recognizing the value of inclusive teaching,” says Chasse. “I had the good fortune of being taught and mentored by some outstandingly inclusive faculty during my own post-secondary journey and I work hard to integrate similar practices as an educator.”

She has found students feel empowered to engage in deeper learning when they are seen as valued members of the learning community and invited to contribute their own ways of knowing and understanding the world in a way that allows for critical thought.

“In my experience, inclusive practices in the classroom are good for all students, not only those who identify as needing accommodations,” Chasse says. “With this belief guiding my teaching, I employ various modes of content delivery, flexible and diverse assignment formats, and attempt to provide a respectful, caring and safe environment for students to engage.”

“Faculty and staff all play an important role in fostering inclusive and equitable experiences for students with disabilities,” says Vickers. “By creating a culture of support, respect and open communication, instructors help students to feel more encouraged, valued and included in the ��Ѹ��Դ��߿�Ƭ community.”

CIBC Navigator Program designed to empower students with disabilities

trevor.kenney — Wed, 05 Feb 2020 15:47:54 +0000

A new program in support of employment opportunities for students with disabilities is up and running thanks to a major gift from CIBC.

The CIBC Navigator Program is a five-year project made possible by a $250,000 donation.

The CIBC Navigator Program is a five-year project made possible by a $250,000 donation. Its goals are to support the development of co-operative education placement positions for students with disabilities, provide comprehensive supports to enhance student success upon placement and encourage all students within the ��Ѹ��Դ��߿�Ƭ’s Accommodated Learning Centre to participate in volunteer or co-operative education opportunities. The program also seeks to develop effective partnerships with employers so that they can provide quality co-operative educational opportunities for students with disabilities.

“Through this project, we are building an environment based on diversity and inclusion,” says Eileen Sowunmi, a third-year sociology, co-operative education student who has helped develop the CIBC Navigator Program from the student perspective. “Initiatives like this help reduce the stigma surrounding people with disabilities. With different forms of accommodation, such as adaptive technology, students with disabilities are able to flourish in various work environments, benefiting themselves and employers.”

Co-operative education combines real-world work experience with academic studies. Its benefits are many, including allowing students to explore a variety of employment sectors, develop valuable research skills for future work experience or graduate school, aid in the transition to a career upon graduation, increase students’ marketability after graduation and more.

In addition to tangible skill development such as interpersonal, planning, team and problem-solving skills, co-operative education experiences increase social and community connections for students and enhance a sense of belonging, self-identity, confidence and purpose. Many students with disabilities are hampered in accessing these benefits because the framework to help them into the workplace does not exist.

“As an institution we are strongly committed to inclusion by supporting the development of disability-confident and inclusive co-op placements,” says Jasminn Berteotti, the U of L’s director of Co-operative Education and Applied Studies. “I have seen how co-op experiences empower students by providing them with meaningful and paid career-related opportunities. With CIBC’s support, we intend to continue this legacy and ensure these impactful experiences are also accessible to our students with disabilities.”

The yearly funds will support the hiring of a program developer and navigator, a hiring subsidy for employers, and scholarships for students selected to participate in the program. The first year will see three students selected to take part.

“We believe the CIBC Navigator program will have a strong impact on the students’ competitiveness in the labour market and enable them to be full participants in our economy,” says Per Humle, senior vice-president, Alberta and Central Canada, Personal and Small Business Banking. “This, in turn, will also lead to increased social and community connections and help build a sense of belonging and future opportunities.”

The investment by CIBC is part of the U of L’s SHINE campaign and highlights the corporate community’s involvement in supporting students and promoting opportunities for them to thrive while working to achieve their academic goals.

“This is a great example of the corporate community partnering with the ��Ѹ��Դ��߿�Ƭ to create positive change and generate economic opportunities for all,” says Mark Slomp, executive director of Student Services at the U of L.

Making a difference in the lives of others, Tamayose awarded Young Alumnus of the Year honour

trevor.kenney — Fri, 23 Aug 2019 21:34:25 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge Alumni Association (ULAA) is excited to announce two-time graduate Aaron Tamayose (BA ’09, MC ’17) as the 2019 Young Alumnus of the Year.

Tamayose, who worked nine years in the U of L’s Accommodated Learning Centre, is currently a registered psychologist and Canadian certified counsellor for Forensic Assessment and Outpatient Services (FAOS) with Alberta Health Services.

“We are very proud of Aaron’s work in the community and his commitment to bettering society. Our U of L alumni make valuable contributions throughout our communities every day and his impact both at the ��Ѹ��Դ��߿�Ƭ of Lethbridge and now with Alberta Health Services is tangible,” says Matthew McHugh, Chair of the ULAA Recognition Committee. “He’s very deserving of this honour.”

Young Alumnus of the Year - Aaron Tamayose

From his work as a registered psychologist to his commitment to bringing his expertise into the larger community, Aaron Tamayose’s precise care and innovative approaches have established him as a positive force for change in the lives of many.

Upon completing his Bachelor of Arts in Psychology at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, his experience and community involvement earned him a position working in the U of L’s Accommodated Learning Centre (ALC). During his nine years there, Tamayose grew the scope of services available to students who required additional learning supports. From expanding the accessibility and understanding of the services available at the centre to minimizing the associated stigma, his efforts broadened greatly the impact of the ALC’s work.

While at the U of L, Tamayose completed his Master of Counselling in Applied Psychology and entered a practicum at Alberta Health Services. He gained firsthand experience providing assessments and treatments to clients accessing the services there and was soon offered a position with their team.

Today, he works as a registered psychologist (forensic and clinical) and Canadian certified counsellor for FAOS and the Rocky Mountain Program. In his role, Tamayose provides assessment and treatment of offenders and assists clients with the transition from prison to a community setting. He helped develop the Rebound Program, which is for offenders who have been diagnosed with intellectual abilities, and provides applied therapies that aim to prevent re-offense for those who are not otherwise suited for traditional forms of therapy. In addition, Tamayose works as a sessional instructor at Reeves College, helping to support the future endeavors of students in the field.

Between his active involvement in the community and his various roles on community boards of directors, to his recent launch of a private practice, it is abundantly clear that Tamayose is generating a substantial impact on Calgary’s social services landscape.

Tamayose will be honoured at 2019 Fall Convocation on Saturday, Oct. 19, 2019 at 10 a.m. in the 1st Choice Savings Centre gymnasium.

Accommodated Learning Centre invaluable during spring final exam period

trevor.kenney — Tue, 15 May 2018 19:59:19 +0000

Final exams can exert a great deal of stress on students and for those who take advantage of the supports offered by the ��Ѹ��Դ��߿�Ƭ’s Accommodated Learning Centre (ALC), some of that stress is alleviated, allowing for students to achieve their best results.

The ALC provides equitable academic support to students, at both Lethbridge and Calgary campuses, with a wide range of documented disabilities. They offer a variety of services including learning plans, assistive technology, funding assistance and personalized supports such as tutors and strategists. With 556 students registered for the 2017/18 academic year, it’s apparent the demand for ALC services continues to grow.

“Final exam periods are some of our busiest times,” says Dawn Vickers, ALC manager. “During spring 2018, we supported 536 accommodated final exams written by 257 individual students. We fully utilized our 19 private testing areas and, because we were so busy, added two overflow rooms as well. And we coordinated all of this with just five office staff and 15 exam supervisors.”

Setting up accommodated exams is a tremendous undertaking, adds Vickers. Registered students first request an exam, based on the regular class schedule, using the ALC database. The Exam Coordinator subsequently schedules rooms and supervisors and books students based on their specific exam accommodations. These accommodations can include extra time, technology, distraction control or private space and breaks.

Once exams are received in the ALC from professors, they are packaged, sorted, converted to audio and digital formats and each room is prepared for students to write. The ALC also provides testing materials and other support devices like earplugs, timers and calculators. Students then check in and are assigned rooms where they are invigilated according to ALC processes and the student’s specific needs. Vickers says up to 125 exams are written each day.

“Then it’s all-hands-on-deck to sort, print, re-package, seal, log and notify each professor of completion,” she adds. “As many exams are booked late into the evening, office staff arrive early each morning to have exams ready by noon. All exams must be packaged according to our processes then signed for or delivered to ensure exam safety and integrity.”

Smooth operation of this process is dependent on many stakeholders. From students, who must book exams on time and with accuracy, to professors, who support ALC services by providing complete, accurate exams with sufficient time for conversion, packaging and preparation of testing areas, the process involves a multitude of steps.

“I have found our professors really do appreciate the time required to package exams so that complete and accurate exams arrive safely for marking,” says Vickers. “Our Teaching Centre and IT Department also ensure that Moodle exams and specialized technologies are ready to go for students to do their best work.”

Vickers says, looking ahead, the ALC is working on some exciting changes as it continues to support equity of access and opportunity for all students in the U of L’s diverse and growing campus community. More information on these changes will be announced in the fall.

“Thank you to everyone who supported the Accommodated Learning Centre in the past year, it’s evident we were able to assist a lot of students achieve their academic goals,” she says.

Accommodated Learning Centre supporting students, changing perceptions

trevor.kenney — Tue, 12 Nov 2013 22:39:40 +0000

The services and support they offer are the same – and so is the location – but it’s a brand new day at the ��Ѹ��Դ��߿�Ƭ of Lethbridge’s Accommodated Learning Centre (ALC).

Formerly the Disabilities Resource Centre, the ALC has rebranded itself, and the reason is simple.

The Accommodated Learning Centre staff, (L to R) Aaron Tamayose, Sheila Gilker, Dale Pulvermacher, Mallory Smith and Catherine Drenth.

“I think the name represents the student population that we serve a little bit better,” says Aaron Tamayose, a specialized support coordinator for the ALC. “Really, that’s all there is to it.”

Manager Sheila Gilker says the name change better reflects how the office and her staff support U of L students and their learning needs.

“It speaks more to what we do in terms of support for students,” she says. “It uses more person-centred and person-friendly language as well, which is important in reducing any negative stigma that may have been associated with the previous name.”

In fact, says Tamayose, the split between students who have actual diagnosed learning disabilities and those with psychiatric conditions is fairly even. Therefore, using a blanket term like disability is not representative of the office’s clientele, which now measures about 5 per cent of the total student population.

“The feedback we’ve received so far has been great,” he says, referencing a consultative e-mail that was sent to their student base as well as other stakeholders about the name change.

“The students have been very positive about it and especially those who use our services that don’t necessarily fall under a disability label, it better represents their needs.”

The ALC supports students in a variety of ways, from simple tutoring assistance, to helping those with exam anxiety to assisting others with auditory and visual disabilities. Whether it’s a physical or medical condition, Gilker’s group is charged to give students every opportunity to succeed in their studies.

“It will take a little bit of time but I think the new name will give us a better opportunity to recreate the culture surrounding our operation,” adds Tamayose.

In the end, if it brings more students to their front door (B760), everyone profits.

UNews - Accessible Learning Centre

Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

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