Transcript 8 Intervention Approaches & Precursor Variables

Research
R2D2 Rehabilitation
Design & Disability
Center
University of Wisconsin–Milwaukee
Universal Design and
the Learning Centered Campus
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© 2006
© Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
Overview of Presentation:
Learning Goals or Outcomes
•
Understand the concepts of UD and LCE1 and
how they are interrelated.
•
Utilize Dynamic Course Design2 to integrate
both concepts.
•
Be a confident teacher/presenter in reaching
all roles of the DARC.
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
Designing Challenge &
Engagement
“Learning does not occur simply as a result
of access. In all learning activities, the
entry point must provide physical,
sensory, and cognitive access and be
sufficiently supported to ensure success.”
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
“Ultimately,
high levels of learning and performance
are only achieved as a result of
engagement, sustained over time, in
tasks of increasing difficulty and
complexity.”
- David Edyburn (2007)
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
3 UDL Principles
(from CAST – Center for Applied Special Technology)
Multiple Means of:
1.
Representation
2.
Expression
3.
Engagement
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
In addressing the “issues” in postsecondary education for students with
disabilities,
1. Is it the individual?
or
2. Is it the environment?
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
“While nondiscriminatory in intent,
accommodations are rarely based on
pedagogical decisions by faculty
concerning the best way to promote
student learning.”
“Learning environments can be made
more accessible and inclusive.”
David Edyburn (2007)
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
 UD curriculum strategically supports all
students.
 UD framework encourages the use of
technologies to support best teaching
practices.
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
UD electronic format provides
OPTIONS, for example:





Read aloud – computer or screen reader
Printed on a Braille printer
Spoken or written translation
Organizational supports
Include hyperlinks to more in-depth
study
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
New buzzwords in
higher education
“blended learning”
&
“hybrid course”
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
Today’s Learners
Digital
Connected
Experiential
Immediate
Social
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
B.C. Generation
or the
Generation Y 70’s to 90’s
Millennial Generation 1982 – 2000
Echo Boom Generation 1982-1995
Internet Generation 1994–2001
New Silent Generation 2000 - ?
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
A Continuum
in Hybrid or Blended Learning
“Sage on a Stage”
“Guide by the side”
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
Dynamic Course Design
4 STEPS to Integrating UD and
learner centered education (LCE)
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
(1)
Identify goals,
objectives,
and means of
assessment
(3)
(2)
What barriers
do they present?
Eliminate
barriers
through UD
From LCE
What is essential
to your course?
(4)
From ADA
Provide accommodations
for what you cannot
modify
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© 2006 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
GROUP ACTIVITY
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© 2006 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Review of Presentation:
Learning Goals Met?
•
Do you understand the concepts of UD and
LCE1 and how they are interrelated?
•
Are you able to utilize dynamic course
design2 to integrate both concepts?
•
Have we given you any tools to become a
confident teacher/presenter in reaching all
students, as well as colleagues (role of the
DARC)?
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© 2006 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
What can you do
to share
what you have learned today with
others in your department?
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
Research
R2D2 Rehabilitation
Design & Disability
Center
University of Wisconsin–Milwaukee
The Beginning
© 2006
© Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
Research
R2D2 Rehabilitation
Design & Disability
Center
University of Wisconsin–Milwaukee
THANK YOU!
(Last Updated July 12, 2008)
© 2006
© Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu
References
1.
Chickering, A W., & Gamson, Z. (1987) Seven
Principles for good practice in undergraduate
education. Washington, D.C: American Association for
Higher Education. (ERIC Document Reproduction
Service ED282491)
2.
Harrison, E.G., Working With Faculty Toward
Universally Designed Instruction; The Process of
Dynamic Course Design, Journal of Postsecondary
Education and Disability, (19)2,152 –162.
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Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee,
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