Evidence of Diversity and Inclusion of all Adult Learners: a Case Study

Group 5: Diane T, Cheryl M.S, Veronica K, Nicki N, Shannon D

Be able to define Diversity & Inclusion

Learn to relate to students with GAD

Learn to identify if an adult student has a

learning disability & how to help them get

assessed and be included in the classroom

Learn to include the ESL adult learner and

work with cultural barriers

To understand the role of confidence in a

diverse and inclusive classroom

To understand the financial barriers adult

student’s deal with on a day to day basis

Encompasses acceptance and respect

It means understanding that each adult learner has

unique needs

Diversity includes ethnicity, gender, sexual

orientation, socio-economic status, age, physical

abilities, religious beliefs, and political beliefs

It is about understanding each other and moving

beyond simple tolerance to embrace and celebrate

each individual

An instructor’s awareness and understanding

of the diverse needs of their students, and

developing ways to ensure their success

Vicki, a single 43 year old mom with three children, an 11 year old son that

was expelled from school for fighting and two young girls, aged 2 years and 5

years.

She wants to succeed in her studies to provide a better life for her family as a

PTOTA (Physiotherapy and Occupational Therapist Assistant) however, her

marks are low as she struggles with learning the material and retaining it.

Vicki has taken the course twice but is still doing poorly. She has a suspected

a learning disability that has not been diagnosed, however when she was

offered an oral final exam, she scored a higher grade.

Vicki suffers from an anxiety disorder and has been forced to miss classes or

to stay home.

Vicki attends class when she can, usually arriving late due to daycare issues.

She has trouble finding reliable daycare, and has financial issues related to

tuition, daycare, and transportation costs. On two occasions she had to wait

for a classmate to finish an exam so that they could watch her two youngest

children while she completed her own exam.

She lives in Scarborough; the campus is in downtown Toronto.

Vicki is an ESL student and experiences some cultural barriers to learning

I can’t be late again

I hope I remembered to

bring my assignment as it’s due today

I hope mommy doesn’t

get kicked out of school

“Generalized Anxiety Disorder (GAD) is

characterized by chronic and exaggerated worry and

tension, much more than the typical anxiety people

experience in their daily lives. People may have

trembling, twitching, muscle tension, nausea,

irritability, poor concentration, depression, fatigue,

headaches, light-headedness, breathlessness or hot

flashes.” (“Anxiety Disorders and Panic Attacks”, n.d.)

Offer suggestions like the following:

Visiting family physician

Have referral done for Mood and Anxiety Services at

the Centre for Mental Health and Addiction (CAMH); it

is a free service

Free counselling services in the Greater Toronto Area

(GTA) which can also provide assistance with her

young son who is experiencing issues at school

As an adult educator, it is essential to recognize that

people with GAD should be acknowledged and

encouraged throughout the learning process.

Some ways in which an adult educator can ensure

the learner is included, are by being encouraging

with the learner’s progress, predictable and specific

with lesson plans and assignments, and by assisting

the learner in coping with their studies in conjunction

with their personal issues.

Young children (2 and 5 years of age)

11 year old son (expelled for fighting)

Suggest organizations which are affordable such as

YMCA which offer programs like childcare, after/before

school programs and youth outreach

The YMCA does offers all day affordable programs

which can keep her son active and stimulated since his

expulsion from school

These types of programs are available at the

majority of YMCA’s throughout the GTA.

Suggesting a YMCA closer to the school that

she attends on a full time basis can assist her

with travelling times and punctuality.

Learning disabilities are defined as “a number

of disorders which may affect the acquisition,

organization, retention, understanding or use of

verbal or non-verbal information. These

disorders affect learning in individuals who

otherwise demonstrate as least average

abilities essential for thinking and/or reasoning.

As such, learning disabilities are distinct from

global intellectual deficiency”(“Learning

Disabilities at a Glance”, 2002).

1 in 10 Canadian’s have a learning disability

http://www.youtube.com/watch?v=IEpBujde

e8M

Oral Language (e.g. listening, speaking, and

understanding)

Reading (e.g. Decoding, phonetic knowledge, word

recognition, comprehension)

Written language (e.g. spelling, and written expression)

Mathematics (e.g. computation, problem solving)

Learning disabilities can also affect organizational

skills, social perception, social interaction, and

perspective tasks. Handling a learning disability is a

lifelong process

A metaphor “I chose to use a glass with holes in it. This

is my reflection on learning disabilities. The

cup represents the mind. It is hard to fill.

The water represents knowledge. It is hard

to fill a glass with water when it is full of

holes. You can fill the glass but only to a

certain level. There are certain ways to

remedy this problem but they are difficult.

You can plug the holes with your fingers

when you are drinking, but sometimes the

holes outnumber the fingers. You can seal

the holes with gum, but gum only lasts so

long. Is there a solution to this problem?

You can put the glass in a larger one. This

is the same as having someone help you.

The glass may still leak but you will not

lose the water. A person with a learning

disability should always be looking for

solutions to his/her problem, and he/she

will find some help”. (Creating

Opportunities for Successful Learning: A

Handbook for Faculty on Learning

Disability Issues, 2000)

Student who is verbal, but can’t express their thoughts in the written language on paper in an essay

Student who learns well when shown, but cannot follow written and or verbal instructions such as on an assignment

Student who has reasoning skills, but has trouble with auditory and visual memory such as during a lecture

Student who works 2 to 3 times as hard as others, but their grades are not reflected in the level of effort that they are actually exerting

I study so hard, but my marks suck maybe I’m

too dumb

Why can’t I remember things?

Why can’t I write a proper essay?

I read the assignment but, I don’t know where to start. why can’t I follow instructions?

Have an Assessment.

The cost of an assessment ranges from $800-$1500, which is not covered by OHIP and insurance companies require a doctors referral.

Students can also gain access to an assessment thorough an institution (College, University, or hospital) or government agency (ODSP, worker’s compensation, HRDC) if they meet the requirements and are willing to wait.

Students need to check costs and coverage before starting the assessment, and students can ask about a sliding scale fee structure and/ or payment over time.

Be open and approachable and allow students or coworkers to come and talk with you in person or send an email about anything they would like to discuss personal or otherwise.

Use multiple teaching aids such as notes, PowerPoint presentations, definition lists, and minute papers.

Ask questions during the lecture, and at the beginning of each lecture, to ensure understanding of material so students can gain the full benefit from the course.

Find out what your school or company has in place to aid in learning disability accommodations

Accommodations in the workplace. There is new legislation in place for the workforce you can visit OHRC at: http://www.ohrc.on.ca/en/disability-workplace-roles-and-responsibilities-fact-sheet

'Cultural Diversity' means a range of

different societies or people of different

origins, religions and traditions all living and

interacting together

In general, most students are comfortable

interacting with people, behaviors, and ideas that

they are familiar with but react with fear and

apprehension when faced with the unfamiliar

What can educators

do?

Like most adult learners, Vicki lives a complicated life that leaves

her attentions understandably divided.

She feels unprepared, anxious, is highly critical of herself, and

struggles to make friends in the class.

She overcomplicates assignments and becomes overwhelmed,

leaving her even more insecure, negative, and ultimately isolated.

Though this may not be an issue that one would initially consider

when trying to create an inclusive learning environment, a lack of

confidence can create a huge impact on the learning experience.

As adult educators, we have to identify learners that may require a

little extra support to boost their confidence so as to make them

comfortable and avoid any self-imposed isolation.

In The role of confidence in lifelong learning (2003)

Marie Norman and Terry Hyland of the University of

Bolton discuss a study of student teachers starting out

in adult education programs and the way their

confidence impacted their experience.

Factors that diminished the confidence of the subjects included,

but were not limited to: newness of the task, self doubt and

feeling of inferiority and perceived knowledge deficit. (Norman

& Hyland, 2003, p.10)

Similar to our subject, these student teachers were feeling a lot

of the same struggles which led to feelings of alienation and

hopelessness.

Some methods include: Realism – Meet with the learner to go over the

syllabus and address any concerns right away. Help dispel self-doubt

Planning ahead – Try to establish a tangible plan as a point of reference so when starting to feel overwhelmed, the learner can refer back and ground themselves again. Don’t let the newness of any task scare them away. Help them plan for it

Reviewing resources – Discuss what is available in and out of the classroom like peer tutoring or school sponsored counselling/support services. By encouraging learners to work with their peers they will learn that feelings of uncertainty and perceived lack of knowledge are surprisingly common

On top of the cost of tuition itself, Vicki will need to

pay for books and supplies, childcare, and

transportation. Like most adult students, Vicki must

maintain at least one part-time job, and sometimes

more than one, to even make returning to school possible.

Vicki is fortunate to live in Canada. The Government of

Canada has several funding options introduced to show their

support of the concept of diversity and inclusion.

To support adult students in paying for their tuition and books,

the Government of Canada offers scholarships, grants, bursaries, and Government student loans.

This grant could provide Vicki with $200 each month,

for each of her dependent children, for each year of her

full-time studies.

Vicki will be eligible if meets the following requirements:

applies and qualifies for student financial assistance,

is from a low-income family as defined by the Canada Student

Loans Program,

is enrolled in a degree, diploma, or certificate program (at least

12 weeks long within a period of 15 weeks in a row) at a

designated post-secondary institution, and

has a dependent who is under 12 years of age.

If Vicki chooses part-time studies, this grant will provide a

maximum of $60 per week of study, up to a maximum of $1,920

per school year, as she has 3 or more dependents.

Vicki will be eligible if meets the following requirements:

is enrolled in a part-time program which is at least 12 weeks long within

a period of 15 weeks in a row at a designated post-secondary

institution,

has a dependent under 12 years of age, and

has an assessed financial need that is greater than $5,200 and has no

other part-time Canada Student Loans.

As a part-time student, Vicki could also be eligible for Part-time

Government student loans. These loans are based on

assessed financial need and a qualified part-time student in

Canada could get up to $10,000 in federal loans.

This grant will provide $2,000 each school year, for

each year of her studies.

This grant is available to students enrolled in a full-time

or part-time programs at designated post-secondary

institutions

Vicki will be eligible for this grant if she meets the

criteria for students with permanent disabilities and

provides proof of her disability in the form of a medical

certificate, a psycho-educational assessment, or

documents that prove she has received federal or

provincial permanent disability assistance.

The Lifelong Learning Plan allows adults to withdraw

amounts from their RRSPs to finance full-time training or

education.

To participate in the LLP, Vicki must meet the following

requirements:

own an RRSP,

be enrolled on a full-time basis (or on a part-time basis if she

meets the disability conditions), and

be a resident of Canada, and enrolled in a qualifying educational

program at a designated educational institution.

If she meets the conditions for participating in the LLP, she

can participate in the plan as many times as she wants over

her lifetime.

Most schools offer bursaries and Donor-Supported

Awards specific to their school.

If programs are in place, but are never presented

to the students that can most benefit from them,

then instructors are doing a disservice to these

students.

Where young, new high school graduates, actively

seek out options available to them, adult students

may feel embarrassed to reach out for financial

assistance or may not even know that such

institution-based funding even exists.

Child Care Bursary

The Government of Canada offers fulltime students with three or more children, access to the Child Care Bursary, which will provide child care funding for Vicki’s 3rd child.

For a single mother like Vicki, the maximum amount of aid available is based on the lower of her actual child care costs or $70 per week of study for her third child.

YMCA

Fees for licensed YMCA Child Care Programs can vary depending on the age of the children, the program selected, and the center attended. To support families that may require fee assistance, all licensed YMCA Child Care programs offer subsidy programs.

When it comes to childcare, adult students often need

only ask for assistance. The feelings of embarrassment

or the need to portray the image of someone who can

handle-it-all, can hold adult learners back from asking for

help.

Consider alternating childcare with a friend. If they watch

Vicki’s children during the week, Vicki can give them a

break to enjoy a weekend getaway while she cares for

their children on Saturday or Sunday.

Another option may be to share childcare with a

classmate or a neighbor. Instead of two adults each

paying for childcare, she could consider bringing a few

children together at one home and splitting the cost of the

daycare provider.

There are limited options for Vicki when it comes to

transportation; she does not own a vehicle and relies on

public transportation.

The first step is to ensure that Vicki is using all of the student

discounts that are available to her from the local transportation

companies. For example, by setting up her PRESTO card for

Student Fares she will save at least 17%.

When this issue is identified by an educator as a financial

barrier for their students, the instructor can do a lot to facilitate

the elimination of this barrier.

Asking students to identify the region/area that they live in and trying

to connect students from the same residential areas may give

students the opportunity to develop carpooling strategies. Students

with vehicles can benefit from having some of their fuel costs

covered by the students that they are able to drive to campus.

When staying true to their commitment to foster the concept of

diversity and inclusion of all adult learners, adult educators and

program coordinators need to step up to help in the areas of

tuition costs, childcare, and transportation costs.

Providing information on the programs available to help pay for

tuition is only the first step.

Some of the most meaningful changes will come from re-

designing the course load so that classes can be combined to

the least number of days possible. Rather than scheduling a

timetable that has students travelling to campus for three hours a

day, five days a week, combine classes into three, five hour,

classes per week.

Consideration should be given to offering some courses, or

sections of courses, online. The cost savings to adult students

who are able to complete some course requirements from home

can add up to something quite substantial.

The Canadian Institute of Diversity and Inclusion states, “Diversity

and Inclusion is about capturing the uniqueness of the individual,

creating an environment that values and respects individuals for

their talents, skills and abilities to the benefit of the collective”

(“CIDI Webinar: Understanding Hidden Bias”, n.d.).

Training adults is a challenging and rewarding career. Although not

all students will exhibit numerous personal, cultural, and financial

issues, as our student Vicki does, each class of students will

invariably contain a mixture of students with similar, or even more

complex issues.

Educators have a responsibility to familiarize themselves with the

unique issues that adult students face. Understanding the concept

of diversity and inclusion of all adult learners and how to best

handle the issues that their students face, will help instructors to

build a class in which students feel safe and valued.

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