Transcript Document

Teaching Inclusively:
Universal Design for
Learning
Teaching Academy
June 10, 2008
Suzanne Tucker, Disability Resource Center
Bogdan, Zamfir, Center for Adaptive Technology
Students with Disabilities
Spring Semester -- 2008
 Blindness /Low vision
 Specific Learning Disabilities
10
12
16
19
32
52
82
84
236
TOTAL
544
 Acquired Head Injury
 Deaf / Hearing impairments
 Autism Spectrum Disorders
 Mobility / orthopedic impairments
 Chronic Health
 ADD/HD
 Psychiatric / Emotional
What is Universal Design?
Universal Design is "the design of products
and environments to be usable by all people,
to the greatest extent possible, without the
need for adaptation or specialized design.”
--Center for Universal Design, North Carolina State
Universal Design (UD): Principles &
Examples
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Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
Community of learners
Instructional climate
Definition: Universal Design of
Instruction is the…
design of instructional materials and activities that
makes the learning goals achievable by individuals
with wide differences in their abilities to see, hear,
speak, move, read, write, understand English, attend,
organize, engage, and remember.
Universal design for learning is achieved by means of
flexible curricular materials and activities that provide
alternatives for students with differing abilities. These
alternatives are built into the instructional design and
operating systems of educational materials-they are
not added on after-the-fact.
UD Employed in Specific
Academic Tasks
 Large lectures
 Group/work discussions
 Test taking
 Field work
 Science labs
 Computer labs
 World wide pages
 Distance learning
 Art wok
 Travel programs
 Work-based learning
 Writing assignments
Principle 1: Equitable Use
The design is useful and marketable to people with
diverse abilities.
GUIDELINES
 Provide the same means of use
for all users: identical
whenever possible; equivalent
when not.
 Avoid segregating or
stigmatizing any users.
 Provisions for privacy,
security, and safety should be
equally available to all users.
 Make the design appealing to
all users.
Principle 2: Flexibility in Use
The design accommodates a wide range of
individual preferences and abilities
GUIDELINES
 Provide choice in methods
of use
 Accommodate right- or
left-handed access and
use
 Facilitate the user's
accuracy and precision
 Provide adaptability to the
user's pace
Principle 3: Simple and Intuitive
Use of the design is easy to understand, regardless of the user's
experience, knowledge, language skills, or current
concentration level.
GUIDELINES
 Eliminate unnecessary
complexity.
 Be consistent with user
expectations and intuition.
 Accommodate a wide range
of literacy and language
skills.
 Arrange information
consistent with its
importance.
 Provide effective prompting
and feedback during and after
task completion
Principle 4: Perceptible
Information
The design communicates necessary information
effectively to the user, regardless of ambient
conditions or the user's sensory abilities.
GUIDELINES
 Use different modes (pictorial,
verbal, tactile) for redundant
presentation of essential
information.
 Provide adequate contrast between
essential information and its
surroundings.
 Maximize "legibility" of essential
information.
 Differentiate elements in ways that
can be described..
Principle 5: Tolerance for Error
The design minimizes hazards and the adverse
consequences of accidental or unintended actions
GUIDELINES
 Arrange elements to minimize
hazards and errors: most used
elements, most accessible;
hazardous elements
eliminated, isolated, or
shielded.
 Provide warnings of hazards
and errors.
 Provide fail safe features.
 Discourage unconscious
action in tasks that require
vigilance.
Principle 6: Low Physical Effort
The design can be used efficiently and comfortably
and with a minimum of fatigue.
GUIDELINES
 Allow user to maintain a
neutral body position.
 Use reasonable operating
forces.
 Minimize repetitive
actions.
 Minimize sustained
physical effort
Principle 7: Size/ Space for
Approach & Use
Appropriate size and space is provided for approach,
reach, manipulation, and use regardless of user's
body size, posture, or mobility.
GUIDELINES
 Provide a clear line of sight to
important elements for any
seated or standing user.
 Make reach to all components
comfortable for any seated or
standing user.
 Accommodate variations in
hand and grip size.
 Provide adequate space for
the use of assistive devices
or personal assistance.
Principle 8: Community of Learners
The instructional environment promotes
interaction and communication among students
and between students and faculty.
GUIDELINES
 Adopt practices that reflect high
values with respect to both
diversity and inclusiveness.
 Fostering communication among
students in and out of class by
structuring study group,
discussion groups, email list, or
chat room.
 Require that small groups
communicate in ways that are
accessible to all group members.
Be flexible regarding interaction
strategies.
Principle 9: Instructional Climate
Instruction is designed to be welcoming and
inclusive. High expectations are espoused for all
students.
GUIDELINES
 Encourage regular and effective
interactions between students and the
instructor and ensure that
communication methods are accessible
to all participants
 Address individual needs in an inclusive
manner. Make statements on syllabus
and in class inviting students to arrange
for course accommodations or to
discuss other concerns.
 Avoid segregating or stigmatizing any
student by drawing undue attention to a
difference or sharing private
information.
EX.- Captioning on Videotapes
Beneficiaries:
 Students who are deaf or hard of hearing
 Students for whom English is a second
language
 Students watching the video tape in a
noisy environment
 Students who have learning disabilities
Learning Disabilities
 Word processors with grammar and spell
checkers
 Word processors with outlining and
highlighting capabilities
 Word prediction software
 Phonetic spelling software
 Speech recognition software
 Concept mapping software (allows for
visual representation of ideas and concepts
Blindness
 Screen reading software and speech
output systems
 Braille translation software, Braille
refreshable display, and a Braille
embosser
 Locator dots on the keys of computer
keyboards
 Scribes
 Alternative test or assignment formats
Low Vision
 Large-print handouts and visual aids
 Screen enlargers
Hearing impairments
 Provide written examples of writing
expectations (e.g., sample of a completed
assignment of acceptable quality,
including content and grammar/syntax)
 Grade writing and content separately
Mobility Impairments
 Computer modifications to access word
processing programs
 Extended exam times
 Extended assignment deadlines
Health Impairments
 Word processing programs.
 Extended exam time.
 Extended assignment deadlines.
Psychiatric Disabilities
 Options for electronic assignments
 Notetakers
 Audio taped class session
 Laptop computer for notetaking
 Flexible attendance requirements
Resources
 See packet