Transcript Inclusive Training

Universal Design
A Threshold Concept
Tronheim 2012
UD
INCLUSION in EDUCATION
AHEAD Research
Higher Education
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1994:
1998/9:
2003/4:
2005/6:
2006/7
2009/10
461
1367
2768
3000
3,670
6,300
Commitment to Inclusive Education
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What is it?
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Inclusion ..is the persons right to belong to his/her
mainstream school, to be valued and to be
provided with all the supports he/she needs to
thrive…it is a continuing process involving a major
change of school ethos and it is about building a
school community that accepts and values
difference…”
Richard Reiser
Types of Disability in HEI
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3.
Specific Learning Disability
Mobility impaired
Blind and Visually Impaired
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Deaf and Hearing Impaired
Mental Health
Other
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Legal Requirements
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Equality Legislation
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an educational establishment will discriminate against a
student with disability if they do not do all that is reasonable
to accommodate that student
Education for Persons with Special Needs Act 2004
Disabilities Act 2005
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accessible information
accessible buildings
access to all elements of college services
Universal Design
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Universal design refers to the design and
composition of an environment so that it can
be accessed, understood and used to the
greatest extent possible by all people,
regardless of their age, size or disability
http://www.edrobertscampus.org/images/ERC_front.jpg
Threshold concept
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A transformative state in the process of
learning in which there is a reformulation of
the learners meaning frame, … a crucial
concept the learner finds hard to grasp
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Schwartzman 2009
The Challenge: Inclusive Education A
paradigm shift
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Moving beyond the
‘deficit’ model – from
remediation to inclusion
Disability is socially
constructed
From students with
‘special needs’ to
identifying barriers to
learning that deny some
students access
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Inclusion sees the
learner as a community
member with rights and
expectations
It assumes that the
community should
respond to the learner’s
needs
Curriculum designers
need to consider the
learning needs of a
diversity of learners in
subjects and extracurricular activities
Shift in thinking: medical to social
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Medical Model
Patient
Fix/cure
Passive
Different experience
Segregation/institutionalisati
on
Non political
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Consumer
Alter environments
Active citizen
Disabled peoples expertise
Self determination
Community participation
Consumer run
Rights
Advocacy and peer support
UD Principles
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Equitable Use
Flexibility in Use
Simple and intuitive
Perceptible information
Tolerance for Error
Low physical effort
Size and Space for approach and Use
UD Principles continued
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Community of Learners
Instructional design
Understanding UD
Level 4: Personal assistance
where adjustments, assistive
techonology and including
solutions are not suficcient. Ex:
Mentors and daycare
Level 3: Reasonable
adjustments to the individual.
Ex: Assistive technology
Level 2: Adaptions to groups
with similar needs, i.e.
Accessible Literature for
student with reading
diffuculties
Level 1: Universal design:
Including most students in the
ordinary solutions
LINK-conference, GENT 2012
17
Student View
Kornhaber, 1997, Intelligence: Multiple Perspectives
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“Notions about intelligence vary over time,
across cultures and even within cultures.
Definitions of intelligence depend on
whom you ask, their methods and levels of
study, and their values and beliefs.
Note, for example, the different words in
the Irish language for intelligence (éirimiúil;
cliste; glic; críonna; stuama; tuisceanach;
intleachtúil).
Marian McCarthy, Ionad Bairre, TLC, UCC.
Intelligence in different cultures (from
Kornhaber, 1997)
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Industrialised North  In the Mashona
Americans tend to
tribe in Zimbabwe,
associate
the intelligent
intelligence with
person exercises
speedy answers
prudence and
caution especially in
Rural members of
social interaction
the Baganda tribe
in Uganda think of
 For the Kipsigis of
intelligence as slow,
Kenya their word for
careful, active,
intelligence includes
straight forward,
social responsibility
Marian McCarthy, Ionad Bairre, TLC, UCC.
sane
Multiple Intelligences
BREAK
Linguistic
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Capacity to use words
effectively, both orally
and in written form.
Ability to manipulate the
structure, phonology
semantics and pragmatic
dimensions of language.
Journalists, poets,
playwrights, public
speakers…..
Logical Mathematical
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Capacity with numbers,
logical patterns and
relationships.
Use of categorisation,
classification, calculation
and hypothesis testing.
Mathematicians,
accountants, statisticians,
scientists...
Marian McCarthy, Ionad Bairre, TLC, UCC.
Spatial
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Ability to perceive the
visual spatial world
accurately.
Sensitivity to colour, line,
shape, form and space.
Ability to orient oneself in
a spatial matrix.
Architects, artists,
inventors, designers...
Marian McCarthy, Ionad Bairre, TLC, UCC.
Bodily Kinaesthetic
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Show expertise in using
one’s body to express
ideas and feelings.
Ability to use one’s hands
to produce or transform
things
Co-ordination, dexterity,
flexibility.
Dancers, athletes,
surgeons, mechanics,
artists
Marian McCarthy, Ionad Bairre, TLC, UCC.
Musical
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Perceive musical forms
as a music aficionado.
Discriminate as a
music critic.
Transform as a
composer.
Express as a performer.
Have one’s life enriched
by music.
Musicians, disc
jockeys, singers,
song writers...
Marian McCarthy, Ionad Bairre, TLC, UCC.
EMOTIONAL INTELLIGENCE
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Ability to perceive and
make distinctions in
the moods, intentions
motivations and
feelings of other
people.
Teachers,
psychologists,
politicians,
salespeople...
Marian McCarthy, Ionad Bairre, TLC, UCC.
Naturalist
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Ability to function well
in the natural
environment.
The recognition and
categorisation of
natural objects.
(farmers,
scientists...)
Marian McCarthy, Ionad Bairre, TLC, UCC.
Learning and UD Principles
Student/ different
learner
Choice of
methods
Instruction
recommendations
Demands of
course
Needs
assessment
UD1. Equitable Use in teaching
environment
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Instruction is
accessible to all
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Student cannot listen
and take notes
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Use multiple ways to
access notes,
notes on line
Podcasts
Class notes
UD 2 Flexibility in teaching
environment
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Provide a choice of
method of learning
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Student struggles to
process all the
reading in her course
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Can the student learn
through the use of
videos
are there utube
presentations
Are the texts available
on tape
UD 3 Simple and intuitive
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Instruction is
straightforward, avoid
unnecessary
complexity
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The student is
struggling to deal with
writing an academic
essay, referencing is
hard enough
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Provide her with
templates for essays,
formative supports
help the learning
process
UD 4 Perceptible information
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The instruction
communication is
clear
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The student does not
know what is
expected of her in her
assignment
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Provide clear marking
schemes, ensure the
student understands
what is expected
UD 5 Tolerance for error
BUILDING
AN ARGUMENT
A GUIDE TO WRITING ASSIGNMENTS
UD 6 & 7
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6.Low physical effort
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7.Size and Space for
use
Use of technology
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Size and shape of
classroomes
Shape of learning
Use of mindmaps,
skeletal notes etc
8 Community of Learners: Welcome
9. Instructional design
Teaching is
welcoming and
high expectations
for all students
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Set up in 1988 AHEAD:
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Provides expertise and information
Promote inclusive education
Produce a range of publications
Lobbies for change
Operate a learning network
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AHEAD Contacts
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www.ahead.ie
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www.questforlearning.ie
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Joan McGuire, Journal of Accessibility and design for all,
2011, pgs 38 – 54
Marion McCarthy , Ionad Bairre, TLC, UCC
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