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Lenses of theArts and\u003Cbr>Humanities | Article 9 |\n| --- | --- |\n\n6-11-2015  \nAccessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres  \nMarieVander Kloet  \n[marie.vander.kloet@gmail.com](marie.vander.kloet@gmail.com)  \nFollow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)  \n Part of the Disability and Equity in Education Commons, Educational Sociology Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Commons, Secondary ECdo~~uca~~ti~~on~~mmons~~a~~nd~~ ~~T~~ea~~chin~~g ~~C~~ommons~~, and the Social and Philosophical Foundations of Education [http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.9](http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.9)  \nRecommended Citation  \nVander Kloet, Marie (2015) \"Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 2, Article 9.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.9](http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.9)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/9](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/9)  \nAccessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres  \nAbstract  \nIt is increasingly understood that university education must be accessible to persons with disabilities. The responsibility to make the university accessible is arguably shared by all of us and yet, the extent to which it has become fully accessible is certainly suspect. By undertaking qualitative, discursive analysis of websites, online texts and other materials provided by Ontario’s teaching and learning centres, this paper seeks to do two things. First, it provides a critical overview of the types of training currently available at Ontario universities for teaching assistants on accessibility and teaching. This review will outline initiatives directed towards compliance with Accessibility for Ontarians with Disabilities Act (AODA) requirements, those focused on education and advocacy (as well as areas of overlap) and broader equity training which encompasses accessibility. Second, this paper, considering the content of the reviewed material and informed by critical disability studies, offers up an articulation of future directions for research, writing, advocacy, and training on teaching assistant development on accessible teaching.  \nIl est de plus en plus accepté que l’éducation universitaire doit être accessible aux personnes handicapées. Certes, la responsabilité de rendre l’université accessible est partagée par tous et pourtant, la mesure dans laquelle celle-ci est devenue totalement accessible est sans nul doute suspecte. Après avoir entrepris des analyses qualitatives et discursives de sites web, de textes en ligne et d’autres documents fournis par des centres d’enseignement et d’apprentissage de l’Ontario, on cherche dans cet article à accomplir deux choses. Tout d’abord, l’article présente un aperçu critique des types de formation disponibles à l’heure actuelle dans les universités de l’Ontario à l’intention des enseignants auxiliaires sur l’accessibilité et l’enseignement. Cet examen va décrire les initiatives mises en place en vue de répondre aux exigences de la Loi sur l’accessibilité pour les Ontariens handicapés, ainsi que celles qui se concentrent sur l’éducation et la promotion des intérêts (et sur des domaines qui se chevauchent) et celles qui se rapportent à une formation plus vaste sur l’équité qui englobe l’accessibilité. Ensuite, prenant en considération le contenu des documents examinés et des études critiques sur la situation des personnes handicapées, l’article offre des propositions de direc","cbCaih7NSR9bReua","https://ap.wps.com/l/cbCaih7NSR9bReua","pdf",201592,17,"English","# Abstract\n# Keywords\n# Accessibility and equity in teaching assistant training\n## AODA-linked initiatives and compliance training\n## Education, advocacy, and overlapping areas\n## Future directions for research, writing, advocacy, and training","[{\"question\":\"What is the paper’s main focus on teaching assistant training?\",\"answer\":\"The paper investigates how Ontario teaching and learning centres foster accessibility through teaching assistant training, and how accessible teaching and learning cultures can be described.\"},{\"question\":\"How does the paper analyze the training materials?\",\"answer\":\"It uses qualitative, discursive analysis of websites, online texts, and other materials provided by Ontario’s teaching and learning centres.\"},{\"question\":\"What kinds of training initiatives does the review identify?\",\"answer\":\"It outlines training initiatives related to AODA compliance, those focused on education and advocacy (including overlaps), and broader equity training that encompasses accessibility.\"}]","Accessibility in Teaching Assistant Training - A Critical Review of Programming from Ontario’s Teaching and Learning Centres | PDF",43]