Transcript Implementing Universal Instructional Design: Resources for Faculty Presentation made at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI, March, 2006

Implementing
Universal Instructional Design:
Resources for Faculty
Presentation made at the 22nd Annual
Pacific Rim Conference on Disabilities,
Honolulu, HI,
March, 2006
Presenters:
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Jeanne L. Higbee, [email protected]
Dana B. Lundell, [email protected]
Heidi L. Barajas, [email protected]
Roberta (Bobbi) J. Cordano,
[email protected]
• Robert Copeland, [email protected]
• A collaboration between General College
and Disability Services, University of
Minnesota, Minneapolis, MN 55455
Agenda:
• Why Universal Design (UD) & Universal
Instructional Design (UID)? Beyond
accommodation to inclusion (video clip on
“Disclosure” from Uncertain Welcome)
• UID as a model for multicultural education
• Involving faculty in developing disciplinespecific professional development resources
for UD & UID: Why and how
• Resources for faculty members
Definition of 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
Source: The Center for Universal Design (1997)
Not just “one size fits all . . .”
Applied to higher education, the
primary goal of Universal Design is
to create inclusive, flexible,
customizable products, courses,
programs, activities, and
environments.
Curb-Cuts
Universal Design Continuum
Americans with Disabilities Act
Accommodating
individuals one at
a time
Universal Design:
Barrier-free,
fewer individual
accommodations
needed
Why Universal Design (UD) &
Universal Instructional Design
(UID)?
Video clip from
Uncertain Welcome
(available streamed from CTAD Web site)
Academic Modification
Requires Balance Between
College’s
right to
maintain
academic and
technical
standards
integral to its
mission.
Rights of
students
with
disabilities
to equal
access.
Universal Instructional Design
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Create a respectful learning environment
Determine essential course components
Establish clear expectations and feedback
Develop natural supports for learning, including
through use of technology
• Use multiple teaching strategies
• Provide multiple types of opportunities to
demonstrate knowledge
• Encourage contact between students and faculty
Source: North Carolina State University, 1997; based on Chickering &
Gamson, 1987
Benefits of UID for
Faculty and Staff
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Cost-effective
Time-efficient
Enhances student engagement in learning
Reduces need for last-minute modifications
to accommodate students with a variety of
needs, including but not limited to students
with disabilities
Challenges for Faculty and Staff
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Advance planning/time constraints
Knowledge of available technologies
Familiarity with local resources
Administrative support (for tenure-track
faculty, support particularly in the form of
recognition for excellence in teaching and
service as well as in research and
publications as part of the tenure process)
Universal Design and
Universal Instructional Design
as Models for Multicultural
Postsecondary Education
Defining Diversity
“Diversity signifies the simple
recognition of the existence of
different social group
identities.”
Source: Miksch et al., 2003, p. 5
Inclusive Definition of Diversity
• race
• ethnicity
• socioeconomic
class
• home language
• disability
• gender
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religion
age
sexual orientation
recognition of
multiple and
intersecting
social identities
Defining Multiculturalism
“If diversity is an empirical
condition . . .,
multiculturalism names a
particular posture towards this
reality.”
Source: Miksch et al., 2003, p. 6
The Importance of
Broadening the Definitions of
Diversity and Multiculturalism
• It is increasingly difficult to identify with a
“single” identity (e.g., a person can identify
as being Hmong, gay, and having a learning
disability).
• Aspects of a person’s identity may emerge
in response to environmental circumstances.
Principles of Universal Design
for Multiculturalism
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
The application of the principles of Universal Design to
diversity and multiculturalism as developed here do not
constitute or imply acceptance or endorsement from the
Center for Universal Design of these applications.
UD for Multiculturalism
Principle 1
Build barrier-free, welcoming
environments with attention paid to
attributes that include usability,
diverse content, access to artwork and
graphic design, and geographic
location relative to function.
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 2
Create spaces and programs that foster
a sense of community for all students,
particularly students from
underrepresented communities
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 3
Design accessible and appropriate
physical environments that provide
ease of use for people who use
different modes of interacting or
communicating and allow for
confidential use based on the
services, programs, or benefits being
delivered.
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 4
Ensure that non-electronic information
environments are accessible and
appropriate so that information is delivered
in formats (e.g., Braille, captioning,
different languages) understandable by and
easily usable by diverse users without
requiring unnecceassary steps or “hoops”
to jump through for completion.
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 5
Design and maintain Internet and
other electronic environments to
ensure accessibility and appropriate
confidentiality or privacy for those
who use various adaptive equipment,
hardware, (that may vary in age and
capacity), and software and for those
that require or need confidentiality or
privacy.
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 6
Create inclusive and respectful
policies and programs that, from the
beginning, take into consideration the
diverse student and employee
populations at the institution and
provide natural and cognitive
supports to ensure full utilization of
programs by students and employees
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
UD for Multiculturalism
Principle 7
Hire and develop personnel who
understand, respect, and value the
institution’s diverse community of
students and employees.
Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)
Resources for Faculty
• Pedagogy and Student Services for Institutional
Transformation (PASS IT)
• Curriculum Transformation and Disability
(CTAD)
• Center for Research on Developmental Education
and Urban Literacy (CRDEUL)
PASS IT
• Current U.S. Department of Education
grant, 2005-2008, # P333A050023
• http://www.gen.umn.edu/research/passit
• Online applications now being accepted for
PASS IT Summer Institute, 8/2-4/06, for
faculty, administrators, & student services
• Web site will be updated as new materials
are developed
CTAD
• U.S. Department of Education grant, 19992002, #P333A990015
• http://www.gen.umn.edu/research/ctad
• Source for Workshop Facilitator’s Guide:
Helping Postsecondary Faculty Make Their
Classes More Accessible to All Students
• Source for Uncertain Welcome video
CRDEUL
• Affiliate for both CTAD and PASS IT
• http://www.gen.umn.edu/research/crdeul
• Resource for Curriculum Transformation
and Disability: Implementing Universal
Design in Higher Education, 300+ page
book downloadable in pdf format: Click on
Publications, then Books
CTAD Book Contents:
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Creating Curb Cuts in the Classroom
Developing the CTAD Workshop Model
Perceptions of UID
Community Colleges and UID
Making a Statement (syllabus statements)
Learning Communities and Universal
Design (UD)
• Interpreting and Implementing UID in Basic
Writing
Book Contents (cont.):
• Using Principles of UD in College
Composition Courses
• Computer-Mediated Learning in
Mathematics and UID
• UID in a Computer-Based Psychology
Course
• Experiences in a College History Course
• UID in a Legal Studies Classroom
• Empowering Students With Severe
Disabilities: A Case Study
Book Contents (cont.):
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Disability Services as a Resource
The First-Year Experience
Residential Living for All
Implementing UD in Learning Centers
UD in Counseling Center Service Areas
UD and Technology
Universally Accessible Web Tables
Where Do We Go From Here? UD as a
Model for Multicultural Education
Additional Handouts:
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Bibliography
Legal Resources
Web Sites
Assistive Technologies
PASS IT Summer Institute Information