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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Presenting UDL-AlignED Content

The delivery stage of Universal Design for Learning (UDL) is crucial in creating a learning environment that is inclusive and accessible for all learners.
  • Presentation Methods
    • Variety of teaching methods:  In order to cater to different learning preferences, include a mix of teaching methods in lessons, such as lectures, discussions, and hands-on activities. This allows learners to engage with the material in multiple ways and cater to their individual learning preferences.
    • Multiple means of representation through visual aids: In order to cater to different learning preferences, incorporate visual aids such as whiteboards, slides, charts, and diagrams within lessons. This enhances learners' understanding and retention of complex information.
    • Opportunities for physical activity: Incorporate opportunities for movement and physical activity during class by including movement breaks, active learning strategies, and group activities. This can help learners stay engaged and focused, particularly during longer lessons.
  • Engagement and Collaboration
    • Encouragement of collaboration among learners: Encourage interaction among learners by assigning group projects, organizing class discussions, or coordinating peer teaching. This promotes collaboration and helps learners learn from one another.
    • Regular feedback to support learner development: To support learner growth and development, provide regular feedback and check-ins. This can be done through individual meetings or through online platforms such as email or discussion boards. This helps learners stay on track and improve their understanding of the material.
    • Real-world examples to enhance learning: Using manipulatives (physical objects that can be used to explore a concept) or real-world examples can enhance learning and engagement. This helps learners connect abstract ideas to concrete examples and improves their understanding of the material.
  • Inclusive Practices
    • Multiple ways to demonstrate understanding: Provide multiple options for assignments, such as written essays, oral presentations, or creative projects. This allows learners to choose the format that suits their strengths and learning style, while still demonstrating their understanding of the material.
    • Assistive technologies: Work with Student Accessibility Services to ensure that learners have access to the appropriate assistive technologies. This may include providing captioned videos for learners who are deaf or hard of hearing, or making sure that course materials are available in an accessible format for learners who are visually impaired.
    • Culturally responsive teaching practices: Incorporate diverse perspectives and examples into teaching materials and activities. Facilitate discussions and activities that encourage learners to share their own experiences.

Delivering UDL AlignED Content Online

With the increasing prevalence of online education, it is important to consider how to deliver lessons informed by UDL in the virtual classroom.

  • Promoting Accessibility and Engagement
    • Ensure that online course materials are accessible to all learners by following the best practices outlined in our Accessibility Guide. Providing captions, transcripts, and audio descriptions will ensure that your content is accessible to learners using screen readers and other assistive technologies.
    • Online resources such as digital libraries and open educational resources offer multiple means of representation and access. An educator can provide links to online articles, videos, or textbooks to supplement course materials.
  • Demonstrating Understanding and Flexibility
    • Clear and detailed instructions for accessing and using course materials and tools can ensure accessibility. Provide step-by-step instructions and tutorials to help learners navigate online platforms and tools.
    • Providing flexibility in terms of deadlines and due dates can accommodate varied schedules and time zones. An educator can offer a range of due dates for assignments or allow for extensions in case of emergencies or unexpected circumstances.
  • Tools for Online Engagement and Collaboration
    • Use video conferencing tools, such as Kaltura or Google Meet, to hold live classes, discussions, or group activities. Discussion boards or chat rooms can be set up for asynchronous interactions.
    • Offer both synchronous and asynchronous learning options to accommodate different schedules and preferences. Recorded lectures or pre-recorded videos can be posted for learners to watch on their own time, while live classes or office hours can be scheduled for those who prefer real-time interactions.