Transcript Prezentacja programu PowerPoint

Donata Kończyk
Paweł Wdówik
Podgorica 13/11/13
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functioning in special places
(e.g.special schools, special sheltered
workshops, special places for living);
own responsibility to go through all the
barriers separating from mainstream life.
Recognizing the rights of persons with
disabilities to be involved in all aspects
of social life, many countries imposed
legislation to regulate the responsibility
for making these aspects accessible.
Modern legislations (e.g. Americans with
Disabilities Act 1990,UN Convention on the
rights of persons with disabilities 2006)
have moved this responsibility to the
governments or businesses, or any other
public or private entities.
But still, the process is the same:
to define barriers, remove them by adapting
environment or using assistive technologies
allowing to break these barriers.
Assistive technologies improved access
to the MANY FIELDS, INNCLUDING
EDUCATION, but, like ramps in buildings,
these technologies were expensive,
awkward to use and they isolated learners
from their peers.
Recognizing the right of persons with
disabilities to access to education, many
educational institutions created the special
units responsible for removing existing
barriers and offering the necessary support.
The responsibility for access was moved to
this institutions. Lecturers, or any other
decision makers did not feel responsible for
guaranteeing the access to their fields or
products.
The main tools guaranteeing access are:
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Special units for students with disabilities
Process of adaptation to the needs of
students with disabilities.
today they are diverse
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Build in accessibility from the start
◦ Curb cuts
◦ Ramps and automatic door openers
◦ TV closed captions
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Everyone benefits from
a more flexible,
user-friendly environment
Fix the environment,
not the individual
Find examples of universal design in your
own environment. Consider one or more
of the work, daily activity, or home
environments and find examples
of universal design within the environment.
How do these architectural and product
prepered, that were designed to meet the
needs of individuals with disabilities, benefit
others?
Just as Universal Design in architecture
has benefited all people with access to
buildings and products,
Universal Design for Learning makes
learning accessible to all by applying similar
basic principles.
“
Universal Design for Learning (UDL)
is a set of principles and techniques for
teaching
creating inclusive classroom instruction
technology
and accessible course materials.
”
1. Instructors represent information and
concepts in multiple ways
(and in a variety of formats).
2. Students are given multiple ways to
express their comprehension and mastery
of a topic.
3. Students engage with new ideas and
information in multiple ways.
UDL takes the best practices of teaching,
including differentiated instruction, and offers
a framework that can help teaching staff plan
more effectively from the start so they don’t
have to “retrofit” their lecture after a problem
occurs.
We think that the universal desing and
universal design for learning is currently
the best way of thinking and acting
to ensure for all students, staff members
get full access to the academic life.
Thank you