Transcript Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center [email protected] 614-292-9218

Engaging Students with
Disabilities through Universal
Design for Learning
Margo Vreeburg Izzo, Ph.D.
Nisonger Center
[email protected]
614-292-9218
Presentation Goals
1. Provide a general overview of
UDL
2. Review the 7 principles of UDL
3. Share additional UDL resources
Higher Ed Act 2008
Universal Design for Learning means a
scientifically valid framework for guiding
educational practice that—
provides flexibility in the ways:
 information is presented
 students are engaged
 students respond or demonstrate
knowledge and skills
UDL Defined in Higher Ed Act 2008
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reduces barriers in instruction,
provides appropriate accommodations,
supports, and challenges, and
maintains high achievement expectations
for all students, including students with
disabilities and students who are limited
English proficient.
Faculty and TA Survey
Need for Training, N=271

Universal Design (UD) was
reported as the most
preferred training method.
Twenty-seven percent (27%,
N = 57) of faculty reported
UD as their first choice.

Following UD in topic
training preferences were
Web Accessibility (WA) at
15% (N = 33) and Distance
Education (DE) at 11% (N =
23), respectively.
UD
WA
DE
None
designing services
and resources for
people with a broad
range of abilities and
disabilities.
Faculty/TA Quotes
“When I hear someone has dyslexia, I
have no idea what the individual deals
with or what it means. I do not think
many of us know much about
disabilities.”
(CSCC faculty, personal communication,
November 12, 2000)
Activity #1:
UDL Discussion Quiz
1.
a.
b.
c.
d.
The concept of Universal Design first
originated from which of the following
disciplines?
Education
Humanities
Architecture
Psychology
Discussion Question
2. The majority of learners prefer to gain
information using:
a.
b.
c.
d.
Kinesthetic methods
Visual methods
Multi-modal methods
Auditory methods
People generally retain
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they do and say
Conclusion: Methods that stimulate the widest variety of
senses will generally be the most effective instructionally
Innovation Abstract, vol. No. 25
Vernon A. Magnesen, author
Recognition Network:
Brain Activity During ReadingEnergy is burning in Yellow Area
Visual Processing Occurring!
Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2
Discussion Question
3. Lectures are a frequently
used method of instruction
because it is one of the
most effective methods of
teaching.
TRUE or FALSE
Discussion Question
4.
Over one million students
with disabilities attend
colleges and universities in
the U.S.
TRUE OR FALSE
Postsecondary Education
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Over one million SwD are attending
colleges (10% of total population)
OSU has over 2000 SwD on Campus
Learning disabilities (33%)
Hearing impairment (12%)
Visual impairment (20%)
Speech impairment (5%)
Physical disability (12%)
Health impairment (18%)
Discussion Question
5. Using technology
increases the universal
design of your instruction.
TRUE or FALSE
Use Technology:
Computers and accessible digital materials
provide access to the curriculum:
 Assistive
technology (text to speech; speech
to text, screen magnification, etc.)
 On-line dictionaries and help features
 Create course website with guided notes,
course content, YouTube videos, audio files
Universal Design for Learning
Elements of good teaching
Definition
Universal design is an approach to designing
your teaching to benefit people of all learning
styles without retrofitting.
•Course Delivery – lecture, small group, etc.
•Materials – Books, websites, handouts, etc.
•Assessments – How you evaluate learning
Universal Design does not remove academic
challenges;
it removes barriers to access.
Simply stated, Universal Design is just good
teaching.
Course content offers
various methods of
* Representation
* Engagement
* Expression
1. Identify the essential
course content
Specify learning
objectives in Syllabus
Highlight learning
objectives often during
class
Provide multiple representations:
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Examples and non-examples of key concepts
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Podcasts
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Texts & Literature
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Web Resources
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YouTube Videos
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Multiple Versions of Class Notes Posted by
Students
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Lecture
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Provide multiple means of
engagement
 labs
 active student responding using
clickers or other strategies
 small group activities
Active Student Responding
 Response
cards: e.g. colored paper, write
on cards and Guided Notes
 Choral responding
 Hand-held electronic Clickers
 Bill
Reay, Physics Professor at OSU reports:
 Clickers used during Physics lectures
improved student grades 10% - a full letter
grade
Mentoring Programs - Natural
Supports
 Student
Peer-to-Peer Mentoring
 Electronic mentoring
 Teacher-mentoring –
internships/REUs
Motivate students to learn
Every day students need to ask:
What am I learning today?
Why am I learning it?
What can I do to enhance my
learning?
Rigor/Relevance Framework
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Students must see the relevance of
rigorous academic content.
If students understand and conceptualize
relevant applications….
achievement increases.
Integrate YouTube Videos
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A Vision of Students Today
YouTube - A Vision of Students Today
Create YouTube videos to demonstrate essential
content
Assign students the task of creating a YouTube
video to demonstrate learning of a key concept
(Then use these in future classes with
permission of students)
Provide multiple methods of evaluation:
Frequent quizzes and tests;
Credit for posting notes to course web
Reports, papers, presentations
Multimedia projects
Provide frequent progress reports
Use technology to enhance learning opportunities
and increase accessibility
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PowerPoints, examples posted to course website
Examples and non-examples of student products
Rubrics of grading
Invite students to meet
with faculty with any
questions or concerns
they have.
Universal Design for
Learning - Assumptions
Designed access is
preferable to
retrofitted access
because it is more
effective and less
expensive.
FAME
Five web-based modules in development:
1.
2.
3.
4.
5.
Rights and Responsibilities
Universal Design for Learning
Web Accessibility
College Writing
Climate Assessment
www.cast.org
www.washington.edu/doit/
www.cped.uconn.edu
www.oln.org/ILT/ada/Fame
http://ada.osu.edu/resources/
fastfacts/index.htm