3 Equity, Diversity, Inclusivity and Accessibility
The design of your courses plays a crucial role in fostering an environment that is equitable, diverse, inclusive, and accessible (EDIA). By embedding EDIA principles into your course design and assessments, you create a learning environment where all students can thrive, regardless of their backgrounds or abilities. This chapter will provide you with strategies and best practices for ensuring your course design and assessments are accessible and inclusive, focusing on the importance of these principles and practical steps to implement them.
Equity is taking the range of human attributes and qualities into account and providing each individual with what they need to be successful (University of Saskatchewan, n.d.).
Diversity is the presence of a wide range of differences among people in a group or society. These differences include race, ethnicity, gender, age, sexual orientation, disability, socioeconomic status, religion, and cultural background. Diversity values unique qualities and perspectives, contributing to a richer, more inclusive environment.
Inclusivity is ongoing practice of embracing equity, diversity, and manācihitowin and taking action to create a supportive and welcoming environment (University of Saskatchewan, n.d.).
Accessibility is the practice of designing environments, products, and services so that everyone, including people with disabilities, can fully participate and use them. It involves removing barriers and providing accommodations to ensure equal access and opportunity for all individuals, regardless of their physical, sensory, cognitive, or other differences.
Course Design
Promoting equity and inclusivity
Guiding Principles of Inclusive Language
Equity, Diversity and Inclusion: A Guide for Inclusive Language states that “these guiding principles of inclusive language are adapted from British Columbia Public Service Agency (2018) and the American Psychological Association (2022)”.
- People first
- Words matter
- Engage in self-reflection
- Keep an open mindset to changes in language
- Be aware of stereotypes and microaggressions
The Equity, Diversity and Inclusion: A Guide for Inclusive Language recommends tips to incorporate more inclusive language into your course. By beginning to incorporate the 5 guiding principles for inclusive language into your online course design you will begin to cultivate an environment where every student feels respected and valued. By embracing language that acknowledges diverse identities, educators not only foster fairness, accessibility, and engagement but also nurture a positive learning atmosphere. This approach supports students’ social and emotional well-being and encourages their active participation. The next section is valuable in recognizing cultural diversity within online assessments and adds further benefit by promoting equity and inclusivity across the educational landscape.
Through Cultural Diversity
What is Culturally Sustaining Pedagogy?
Cultural sustaining pedagogy is an approach to teaching and learning that seeks to uphold and affirm the cultural identities, languages, and practices of diverse students. It goes beyond multicultural education by actively centering and valuing the knowledge, experiences, and perspectives of historically marginalized groups within the curriculum and instructional practices. Cultural sustaining pedagogy aims to empower students by fostering a sense of pride, belonging, and agency in their cultural heritage while promoting critical thinking, social justice, and community engagement. It seeks to create inclusive and equitable learning environments where all students can thrive academically and personally.
Culturally sustaining assessment practices are enhanced when educators and learners collaborate in the assessment process. This collaborative approach entails various strategies, such as peer and self-assessment, co-creating assessment schedules, collaboratively designing assessment criteria, and involving students in the development of assessments. By engaging learners in these co-creative processes, educators empower them to take ownership of their learning experiences and contribute to the design and implementation of assessments that align with their cultural backgrounds and learning needs (Hanesworth, Bracken, & Elkington, 2019, p. 105). This collaborative model not only promotes cultural relevance and responsiveness but also fosters a sense of agency and inclusivity among students.
By designing your course to reflect the diversity of your students and incorporate inclusive language, you can create a more welcoming and supportive online learning environment for all learners.
Assessment
Why is it important?
The accessibility of online assessments is appreciated by both students and instructors, as highlighted in studies by Lei & Gupta (2010) and Rolim & Isaisas (2018). Online assessments offer students greater flexibility in managing their coursework, allowing them to choose when and where they engage with course materials instead of being confined to the classroom (Lei & Gupta, 2010). For instance, students can participate in asynchronous discussions or complete online quizzes at their convenience, easing the pressure on those juggling work, family commitments, or other obligations (Lei & Gupta, 2010). Concerns about classroom distractions and interruptions are minimized with online assessments, fostering a more focused learning environment (Lei & Gupta, 2010). However, this flexibility necessitates self-direction and motivation from students (Beebe et al., 2010; Kebritchi et al., 2017). While some students excel with increased autonomy, others, particularly first-year students, may struggle without proper support (Hung et al., 2010). Therefore, implementing additional resources such as time management plans and orientation activities for online communication can help students develop self-regulation skills and meet assessment deadlines (Hung et al., 2010; Kebritchi et al., 2017).
Making online assessments accessible aligns with the W3C Web Accessibility Initiative for assessment Accessibility, Usability and Inclusion for people with disabilities. When designing online assessments here are some key questions to consider to ensure that assessments are accessible to all students:
- Are the assessment instructions clear and easy to understand?
- Have I provided multiple formats for assessment materials (e.g., text, audio, visual)?
- Have I considered accommodations for students with disabilities (e.g., extra time, alternative formats)?
- Are the assessment tasks designed to be flexible and inclusive of different learning styles?
- Have I provided clear guidelines for accessing and using any technology tools or platforms required for the assessment?
- Have I considered the cultural backgrounds and language proficiency of all students when designing assessment tasks?
- Have I communicated the availability of support resources or accommodations for students who may need them?
- Have I solicited feedback from students on the accessibility of the assessment process?
Technology
Consideration of EDIA when selecting and implementing learning technology tools
Ensuring EDIA when selecting and implementing learning technology tools is necessary as it ensures equal access to education for all students, regardless of their abilities or disabilities, thereby promoting educational equity. When you consider diverse needs and abilities when implementing learning technology tools into your course, you foster an inclusive learning environment where all students feel valued and supported. Accessible tools accommodate different learning styles and preferences, leading to improved engagement and understanding among students.
When you prioritize accessibility you will be in adherence with the University of Saskatchewan’s Duty to Accommodate Policy which meets legal and ethical obligations under disability rights laws and demonstrates a commitment to diversity and inclusion.
Ultimately, integrating accessibility features in learning technology tools not only benefits students with disabilities but also enhances learning outcomes for all students, preparing them for future success in a digital world, and contributes to a more equitable and inclusive educational environment.
Equity in Technology: “Using digital technologies to promote equity in education, such as providing additional learning resources for students in need to promote equitable outcomes to help them participate fully in (digital) education” (Gottschalk, OECD,& Weise, 2023).
Below are some tips to support equity when using technology:
- Know your learners
- Prioritize accessibility when choosing learning technology tools
- Know how to use the learning technology tools
- Teach and provide support for students to use the learning technology tool
- Ensure equal access to technology
- Design learning technology tools using UDL
- Evaluate and iterate learning technology tools for equity based on student feedback
Inclusivity in Technology: “Adapting digital technologies and learning environments to promote inclusion in education, acknowledging, accepting and respecting student differences. Using digital technologies to promote inclusion in education should aim to ensure students feel included, promote belonging and a sense of well-being, while ensuring nondiscrimination” (Gottschalk, OECD,& Weise, 2023).
The following are examples on how you can ensure the selection and implementation of learning technology tools are inclusive to all students:
Accessibility in Technology
The Office of Educational Technology (2024) describes the key elements of accessibility in learning technology tools through the following categories of accessibility:
Physical Accessibility: Instructors should ensure LMS platforms and learning technology materials are navigable for students with physical disabilities. This may involve accommodating alternative input devices like sip-and-puff switches or eye-gaze tracking systems.
Visual Accessibility: learning technology tools should cater to students with visual impairments, including features like screen magnification software, high contrast settings, and descriptions of visual elements.
Auditory Accessibility: Incorporating captions, American Sign Language, or transcripts for learning technology audio or video content can aid students with hearing impairments. Visual aids like slides and diagrams supplement spoken information, and speech-to-text software can be beneficial.
Cognitive Accessibility: To enhance clarity for all students, learning technology tools should offer text-to-speech software, text highlighting tools, and language simplification tools. Interactive and multisensory learning opportunities can also assist those with cognitive disabilities.
Digital Accessibility: Educational materials must be accessible digitally, adhering to web accessibility standards like WCAG 2.2. This includes compatibility with assistive technologies and ensuring mobile applications are accessible.
Language Accessibility: Providing multilingual versions of content, adjustable readability levels, and accommodating audio and video content for users with limited literacy skills are essential for language accessibility within learning technology tools.
Learning Technology Tools
Selecting Learning Technology Tools based on the Learning Technology Ecosystem Principles
You may be thinking: What are Learning Technology Ecosystem Principles?
The 8 Learning Technology Ecosystem principles are research-backed characteristics of effective digital learning environments, aimed at achieving specific learning outcomes that prepare students for real-world applications. Aligned with the University of Saskatchewan’s educational goals, these principles guide us in supporting faculty to enhance student learning experiences by leveraging learning technology tools effectively.
In the LTE Tool Kit you are able to find a range of learning technology tools that you can implement into your online course that align with the 8 Learning Technology Ecosystem principles. Each learning technology tool has undergone a comprehensive evaluation process that assesses its alignment with the 8 LTE principles, providing specific ratings for each criterion.
Utilizing the LTE toolkit enables you to choose and implement learning technology tools that adhere to the 8 LTE Principles, ensuring the tool’s effectiveness as an accessible, inclusive, and equitable learning resource.