This document summarizes Linda Delparte's presentation on applying principles of imaginative education and inclusive practices to adult skills education programs. The presentation discusses Kieran Egan's theory of imaginative education and cognitive tools for engaging students. It also examines themes like universal design for learning, inclusive education, and customized employment. Case studies and potential implications for curriculum, services, and teaching practices are explored. The goal is to consider how imaginative approaches and equitable access can enhance learning outcomes for diverse students in adult education.

1. Perspectives: Best Practice Guidelines in
Equitable Education Revisited with Imaginative
Education
Linda Delparte
SFU Master’s in Education Student
Disability Resource Network Conference
Vancouver BC May 22, 2015
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2.  The goal of action research is to seek meanings and
understandings about practices and to consider new
approaches to the delivery of instruction.
 Critical self-analysis is key
 Speak about what worked - what did not
 Propose more work or change in policy or practice
Action Research
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3. First Education Degree
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4.  Imaginative Education: Kieran Egan
 SFU Professor
 Master’s of Education: Instruction and Curriculum
Imaginative Education, Learning in Depth
 Why?
Student Engagement
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5.  Kieran has written extensively about the
development of cognitive tools that if utilized engage
the student emotionally with the content, learning
increases that shapes understandings of their world.
 Lev Vygotsky: Russian Special Educator is one of the
original thinkers around learning/reflection/mediation
Kieran Egan’s Work
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6.  Is this another sit com?
Critical Friends
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7. The Most Critical Friend
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8.  One year
 Focus Groups at all institutions
 Various disabilities represented at the discussion
 Did not use internet –distributed paper copies!
 Thirteen Goals
 Short Brochure
Perspectives Report 1995
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9.  Soo
 Mimi
 Nasibah
 Carolina
 Manon
 Michael
SFU Cohorts & Instructor
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10. More Critical Friends
 Donna Lowndes
Douglas College
 Christina Cederlof
Thompson Rivers University
ASE Articulation Committee
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11.  9 individuals
 5 institutions
 Consent form
 Questionnaire
 Meetings in person/on the phone
Interviews Established
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12.  May 2014 session at the DRN Conference
 The 4 Themes were….
Fostering Inclusion
Removing Barriers
Informing Potential Allies/Students
Providing a Range of Options
Disability Resource Network
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13.  Universal Design for Learning
 Inclusive Education
 Disability Confident
 Self-Determination
 Changing Student Profile
 Assistive Technology
 Customized Employment
 Imaginative Education
Themes for the Action Research
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14.  Roots in Architecture
 IMAGE OF A CURB CUT
 Examples:
 Note taking by all students taking turns and posting
 Power points from instructor posted
 Videos with open captioning and voice
Universal Design for Learning
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15.  Getting away from Special Education and planning
how to maximize learning for everyone
 Every instructor considers student engagement
 Plan before delivery to meet 3 principles
-Multiple means of representing the information
-Multiple means of expressing the knowledge
-Multiple means of engagement in learning
Paradigm Shift Special Education to
Universal Design
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16.  Dual Enrollment
 Substantially Separate
 Mixed or Hybrid
 Inclusive Individual Support
 Grigal, M. & Hart, D. (2010). Think College: Post
Secondary Options for Students with Intellectual
Disabilities
Inclusive Education
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17.  Susan Scott-Parker from Business Disability Forum
 A business would be confident in serving customers
with disabilities and hiring employees with disabilities
 Employment Equity legislation in Canada
 Diversity positions at post secondary institutions
Disability Smart or Confident
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18.  Implications for preparation in high school
 Implications for classroom curriculum in ASE Career
Exploration
 Implications for Disability Supports Services
Self-Determination
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19.  Autism Spectrum Disorder
 Mental Health
 IMPLICATIONS for curriculum?
 Aboriginal Students
 English as An Additional Language
 IMPLICATIONS for outreach by institutions?
Changing Profile of ASE Students
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20.  Think College chart on their website
 www.thinkcollege.net
Differences Between High School
and College
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21.  Personal devices – tablet, ipad, iphone
 More interviews with Disability Support Services
 Wider range of accommodations maybe the approach
 Students entering post secondary are more in tune
with technology (all students)
Assistive Technology
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22.  Definition: Individualized employment relationship
whereby the employee and the employer have their
needs met. Can include job-carving or self
employment and assumes accommodations available.
 Do we use CE principles in ASE programs/services?
 Where are the employment services for your
graduates?
Customized Employment
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23.  SFU Faculty Kieran Egan
 Understandings
 Cognitive Tools
 What is the purpose of education?
 What is Imagination? How do we measure
engagement of imagination in learning?
 Website: www.ierg.ca
Imaginative Education
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24.  “To imagine something is to think of it as possibly
being so.” (White 1990)
What is Imagination?
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26.  Binary opposites – safe/not safe on time/late
 Storytelling – there was a job where…
 Role-playing – be the customer
 Sense of Humour - videos
 Images - photos or graphic organizers or schedules
 Games ie. Jeopardy
 Collections: what do Employers want in an employee?
 Context change – be the employer or the expert
 Extremes and limits – WORKSAFE BC
 Search for truth – Employment standards! breaks
Sample of Applying IE to ASE
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27.  Youtube.comBabylaughinghystericallyatrippingpaper
original (1.44)
 Youtube.com.Salmonlifecyclesong (3.41)
 WorkSafebcvideos2014safetyman (.57)
 Which cognitive tools did we engage?
 Know which ones your students use and push them
to add more to their toolkit!
Examples of Engaging Us
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28.  Work Accomplished
 Collaboration
 Success Stories
 Changing Programs to meet today’s demands
 DRN Newsletter
 BCCAT Career Exploration
 BCCAT Skills
Authentication of ASE
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29.  Zen and the Art of Motorcycle Maintenance
by Robert Pirsig
Recommended Readings
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30.  Reading
 Courses
 Conferences
 Use of Cognitive Tools of Imaginative Education in
lesson planning and teaching
 Talking Stick
Implications for My Teaching
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31.  ASE community collaboration
 Change agents and champions in their workplace
 Leaders in Universal Design for Learning before it had
a trendy name!
 Community engagement with families, schools,
employers, other ministries,
Unexpected Research Results
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32.  Think College advice on the website
 How to work with a college to create a credential that
an employer would recognize?
 Do we focus on a buffet of options in post secondary?
Philosophical vs Ironic
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33. Thank You
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