Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis
The early 60s is witness to the democratization of universities as access is greatly expanded. With this massification two new student profiles emerge. The first includes students who are more or less prepared to meet university requirements, some of whom face serious difficulties in adaptation whic...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2012-02-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/780 |
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| author | Ruth Philion Christine Lebel Louise M. Bélair |
| author_facet | Ruth Philion Christine Lebel Louise M. Bélair |
| author_sort | Ruth Philion |
| collection | DOAJ |
| description | The early 60s is witness to the democratization of universities as access is greatly expanded. With this massification two new student profiles emerge. The first includes students who are more or less prepared to meet university requirements, some of whom face serious difficulties in adaptation which, in the end, translates into a failure and drop-out rate of 25 and 30 % for first and second year students. The second group consists of students who experience a wide range of functional limitations that universities have an obligation to provide accommodations for. While a great variety of supports are put into place inside and outside the classroom to reduce the failure and drop-out rate of the first group of students—without much success—the second group, benefits from accommodations that contribute significantly to their academic success. Recognizing that both groups have comparable needs, American universities and more recently, Canadian universities, have put into place guidelines driven by the Universal Instructional Design which is decidedly inclusive. Although U.I.D.’s founding pedagogical principles are commendable, its application makes strong demands on universities and forces them to redefine their current practices and as well, to clarify what their educational mission truly is. This article presents issues associated with this approach in consideration of a context where program objectives continue to lack clarity. |
| format | Article |
| id | doaj-art-fec135f59d2a4ac6bd6feadc74206c89 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2012-02-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-fec135f59d2a4ac6bd6feadc74206c892025-01-30T13:38:37ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922012-02-013110.4000/edso.780Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défisRuth PhilionChristine LebelLouise M. BélairThe early 60s is witness to the democratization of universities as access is greatly expanded. With this massification two new student profiles emerge. The first includes students who are more or less prepared to meet university requirements, some of whom face serious difficulties in adaptation which, in the end, translates into a failure and drop-out rate of 25 and 30 % for first and second year students. The second group consists of students who experience a wide range of functional limitations that universities have an obligation to provide accommodations for. While a great variety of supports are put into place inside and outside the classroom to reduce the failure and drop-out rate of the first group of students—without much success—the second group, benefits from accommodations that contribute significantly to their academic success. Recognizing that both groups have comparable needs, American universities and more recently, Canadian universities, have put into place guidelines driven by the Universal Instructional Design which is decidedly inclusive. Although U.I.D.’s founding pedagogical principles are commendable, its application makes strong demands on universities and forces them to redefine their current practices and as well, to clarify what their educational mission truly is. This article presents issues associated with this approach in consideration of a context where program objectives continue to lack clarity.https://journals.openedition.org/edso/780Academic coachingStudents at risk and students with disabilitiesPedagogical practices in universitiesUniversal Instructional Design (U.I.D.) |
| spellingShingle | Ruth Philion Christine Lebel Louise M. Bélair Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis Éducation et Socialisation Academic coaching Students at risk and students with disabilities Pedagogical practices in universities Universal Instructional Design (U.I.D.) |
| title | Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis |
| title_full | Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis |
| title_fullStr | Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis |
| title_full_unstemmed | Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis |
| title_short | Le modèle Universal Instructional Design au service de l’égalité des chances dans les universités canadiennes : apports, enjeux et défis |
| title_sort | le modele universal instructional design au service de l egalite des chances dans les universites canadiennes apports enjeux et defis |
| topic | Academic coaching Students at risk and students with disabilities Pedagogical practices in universities Universal Instructional Design (U.I.D.) |
| url | https://journals.openedition.org/edso/780 |
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