TO ACCOMMODATE OR NOT TO ACCOMMODATE...THAT IS THE QUESTION

Armed with their child's IEP and school transcripts, parents load their cars on their journey to deliver their sons or daughters to Ontario universities, in pursuit of higher education. In addition to bedding, minibar fridges, and healthy snack food, the parents also carry with them, some not so distant memories of past accommodation struggles at the secondary school level. The only difference to be encountered at the university (and college) level is the introduction of new rules couched in new language. The new reality is that, at the post secondary school level, the student's right to accommodation is more narrowly defined, and the words ESSENTIAL REQUIREMENT suddenly take on a whole new meaning.

The importance of understanding the meaning and implementation of these two words cannot be underestimated. The analysis of these two words in the context of any given course, will determine whether or not your child will, or will not be accommodated and to what extent. The old rulebook no longer applies.

From a Human Rights point of view, as your child enters the world of post secondary education, his or her assertable "rights" have dwindled. Access to elementary and secondary school education, is a right in Ontario.  Access to post secondary school (i.e. college or university) education is not a protected right. Don't dismay. Notwithstanding the seemingly diminished rights, post secondary education is regarded as a service and your child is still entitled to barrier free, and equal access to these educational services. Let us discuss how we can help our "exceptional" kids so that we can ensure that they get the educational service equality that they are entitled to receive.

WHAT IS THE PURPOSE OF AN ACCOMMODATION?

According to the Ontario Human Rights Commission, the protector of the rights of Ontario citizens, the purpose of an education accommodation is to remove system c and practical barriers so that all persons can fully participate in the education offerings. The accommodation goal is to allow the student an equitable opportunity to participate and succeed. Contrary to common belief, there are no standard rules or standard accommodations, or standard methods of accommodating. Creativity and individualization is the key. Accommodations will vary from student to student, based upon their specific needs.

WHAT IS THIS ESSENTIAL REQUIREMENT THAT THEY SPEAK OF ?

An essential requirement is a Human Rights term that identifies the specific learning outcome, or skill set that a course is intended to achieve.  It is the measure of success in a given course. Accommodation appropriateness and success is determined based upon a consideration of this result-oriented backdrop.

The goal of an accommodation is to create an alternative methodology of  teaching and learning, by which your child can achieve the designated learning outcome and demonstrate mastery of the required skills. This must be achieved without compromising having compromising the anticipated learning outcomes. The manner by which the accommodated student may achieve, and/or demonstrate this mastery may have changed, but the learning outcome is unchanged. Simply put, a proper accommodation should change the learning approach so as to recognize and cater to your child's individualized learning style. From your child's point of view, your child should ultimately be able to say "I learned and mastered what I had to learn...but I did it the way that I understand it ".  In the words of Frank Sinatra..."I did it MY WAY".

Are you being overly demanding if you insist on your child being properly accommodated ? The answer is NO.

Do you have the right to demand that professionally prescribed accommodations be implemented? ABSOLUTELY, provided only that your child ultimately achieves the mandated learning outcome. Your child may learn the lesson in a different way. That does not matter. That is his or her right.

A concrete example may help achieve a better understanding of what is an essential requirement, and how a student can be accommodated without sacrificing the end product (ie. the learning outcome).

THE FRENCH ONION SOUP EXAM

A master chef course teaches the art of making the perfect French onion soup. The ability to make that perfect French onion soup is the intended learning outcome.  This learning outcome is a function of both knowledge of process and the achievement of a predetermined result.

The learning objectives required to achieve a specific learning outcome may have a number of process steps. In the case of our French onion soup example, student chefs must learn how to choose and mix ingredients, how to operate the gas stove, control the heat and cook the soup at the right temperature, for the appropriate cooking time.

One of the critical ingredients in this French onion soup is salt. The amount of salt to be utilized is dependent upon which particular ingredients the student chef has chosen. Some cheeses have more salt content then others. Too much or too little total salt content will make or break the final product.

There is a special ingredient formula that one uses to determine exactly how much salt is to be added (or not added), dependent of course on what ingredients are used.

One student chef has an excellent memory, and can rattle off the ingredient formula with ease.  The other student chef requires an accommodation, in the form of the provision of an ingredient formula sheet.

Both student chefs are able to complete the task, each with a successful learning outcome ...perfectly salted French onion soup.

As you will have noticed, only one of the learning objectives had to be accommodated for one of the student chefs. Was the preparation of the final product the learning outcome of this exercise, or is knowledge of the entire process the learned outcome, or both? Is the ability to memorize the ingredient formula essential to achieving the learning outcome?  Is the accommodation (elimination) of the memory task, or the framing of another method to achieve the same learning outcome, sufficient?

My response would be that the skill set or learning outcome that was being taught and tested in this example, is the demonstrated knowledge of the cooking process and achieving the appropriate end result...perfectly salted French onion soup! My response may have been different if this was a course in food chemistry where mastery of the development of food ingredient formulas was the essential requirement (i.e. the learned outcome).

The determination as to what is intended to be the learned outcome must be carefully considered by the educator. There must be clarity as to what are the education objectives, and whether these objectives can still be achieved by alternate methodologies, in the form of proper accommodations.

It is the absence of these clearly defined learning outcomes and related skill sets that are problematic.

It is the introduction of broad based generalizations presented as time honored University policies and accepted practices that create artificial systemic barriers to equality of education access for your exceptional children.

Accommodation creativity using a collaborative approach, involving all stakeholders is essential. Both the parent(s) and the student must understand the rules, process and the essential parameters, in order to fully participate in the process.

The Ontario Human Rights Commission, in its 2004 Guidelines to Accessible Education publication, specifically commented on, and provided direction in terms of the breadth and scope of the obligation to accommodate learning disabilities at the post secondary school level as follows:

"...An appropriate accommodation at the post secondary level would enable a student to successfully meet the essential requirements of the program, with no alteration in standards or outcomes, although the manner in which the student demonstrates mastery, knowledge and skills may be altered. In this way education providers are able to provide all students with equal opportunities to enjoy the same level of benefits and privileges and meet the requirements for acquiring an education without the risk of compromising academic integrity."

The OHRC further states the following in terms of stakeholder onus and responsibilities:

" The onus is upon the education provider to show that a student is incapable of overcoming the essential requirements of the educational service, even with accommodation. Conclusions about inability to perform essential requirements must not be reached without actually testing the ability of the student. IT IS NOT ENOUGH FOR AN EDUCATION PROVIDER TO ASSUME THAT A STUDENT CANNOT PERFORM AN ESSENTIAL REQUIREMENT. RATHER, THERE MUST BE AN OBJECTIVE DETERMINATION OF THAT FACT. "

Stand up for your kids.

Help them to achieve their full potentials.

Remove the barriers.

They are counting on you :0)