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From Accessibility to Universal Design for Learning. Betty Preus , School of Education Melissa Watschke , Academic Support Services. Introductions. AGENDA. Brief review of accommodations for students with disabilities Principles of Universal Design for Learning (UDL)
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From Accessibility to Universal Design for Learning Betty Preus, School of Education Melissa Watschke, Academic Support Services
AGENDA • Brief review of accommodations for students with disabilities • Principles of Universal Design for Learning (UDL) • Models and examples of UDL • Application to your setting - explore resources to implement UDL guidelines.
From Accessibility to Universal Design for Learning • Accessibility is the law • Individuals with Disabilities Education Act 1997; 2004 • Rehabilitation Act of 1973 • Americans with Disabilities Act, 1990; Americans with Disabilities Amendments Act, 2008 • ADA of 1990 essentially states that colleges and universities who obtain federal funding have the obligation to provide reasonable accommodations to students who have disclosed a disability. • ADA of 1990 ensures students have EQUAL ACCESS. • ADAA of 2008 restructured the definition of disability to be in line with Section 504 of the Rehabilitation Act. (Source: Americans with Disabilities Amendments Act of 2008)
Definition of Disability • The definition of disability will still be a physical or mental impairment that substantially limits one or more major life activities including caring for oneself, performing manual tasks, seeing, hearing eating sleeping walking standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating or working. Students must also have a record of such an impairment or being regarded as having such an impairment. • This can also include major bodily functions including but not limited to functions of the immune system, digest, bowel, bladder, neurological, brain respiratory, circulatory, endocrine, and reproductive functions.+
Accommodations and Higher Education • Accommodations = Level playing field • Accommodations that fundamentally alter the nature of the outcomes of the course, or unduly burdensome—financially or administratively-- will not be provided. (DRC Handbook, p. 13) • Common Faculty Concerns—What are they?
Making the Transition from Accommodations to UDL • UDL in College Biology Class
Scientific foundation for UDL Cognitive foundations – e.g., Vygotsky, Bloom Brain networks
What to Consider when Applying UDL • Objectives • Materials • Teaching Methods • Assessment Methods
UDL Guidelines • Elements of UDL – Graphic Organizer • Research base for each element
Using the elements to identify opportunities Checkpoint 1 Alternative options for perception – customize display
Checkpoint 1.1 Offer ways of customizing display
Checkpoint 2.1 Clarify Vocabulary and Symbols • Mathematics Glossary - multimedia
Checkpoint 2.3 DecodeText, Symbols • Click n Speak • Browse Aloud
Checkpoint 2.4 Understanding across Languages • Translation websites
Checkpoint 2.5 Illustrate in Multimedia • Google earth
Checkpoint 3.2 Highlight Critical Features • Graphic Organizers (eg UDL Guidelines graphic organizer handout)
Checkpoint 3.3 Guide Information ProcessingCheckpoint 3.4 Support Memory and Transfer • Exploratree
Checkpoint 4.1 Response & Navigation • Demos of Accessibility in Microsoft Office
Checkpoint 5.1 Multiple media communication • Voice thread
Checkpoint 6.2 Support Planning and Strategy Development • Webspiration Pro
Checkpoint 7.1 Individual Choice and Autonomy Project-based learning – choice of topics, formats, when to present, group members Choice of medium used for assessment (eg written or oral)
Checkpoint 7.2: Optimize relevance, value, and authenticity • Problem-based learning, Performance tasks • Applying Math Skills to a Real-World Problem • Simulations • Case studies • Action projects
Checkpoint 8.1 Checkpoint 8.1: Heighten salience of goals and objectives • Use of rubrics • Presenting outcomes desired at beginning of class session
Checkpoint 8.2 Vary demands and resources to optimize challenge • Windows to the Universe Resource with more than one level of material
Checkpoint 8.3: Foster collaboration and community • Flexible grouping • Intentional grouping • Collaborative projects • Googledocs
Checkpoint 8.4 Increase mastery-oriented feedback • Effective feedback is timely and corrective
More Resources • Highlights from Resource list • UDL Guidelines 2.0
Your Turn • UDL Educator Checklist