Teaching Inclusively: Universal Design for Learning

1. Teaching Inclusively:Universal Design for Learning Teaching Academy June 10, 2008 Suzanne Tucker, Disability Resource Center Bogdan, Zamfir, Center for Adaptive Technology

2. Students with DisabilitiesSpring Semester -- 2008 • Blindness /Low vision 10 • Acquired Head Injury 12 • Deaf / Hearing impairments 16 • Autism Spectrum Disorders 19 • Mobility / orthopedic impairments 32 • Chronic Health 52 • ADD/HD 82 • Psychiatric / Emotional 84 • Specific Learning Disabilities 236 TOTAL 544

3. What is 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.” --Center for Universal Design, North Carolina State

4. Universal Design (UD): Principles & Examples • Equitable use • Flexibility in use • Simple and intuitive use • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use • Community of learners • Instructional climate

5. Definition: Universal Design of Instruction is the… design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact.

6. Distance learning Art wok Travel programs Work-based learning Writing assignments UD Employed in Specific Academic Tasks • Large lectures • Group/work discussions • Test taking • Field work • Science labs • Computer labs • World wide pages

7. Principle 1: Equitable Use The design is useful and marketable to people with diverse abilities. GUIDELINES • Provide the same means of use for all users: identical whenever possible; equivalent when not. • Avoid segregating or stigmatizing any users. • Provisions for privacy, security, and safety should be equally available to all users. • Make the design appealing to all users.

8. Principle 2: Flexibility in Use • The designaccommodates a wide range of individual preferences and abilities GUIDELINES • Provide choice in methods of use • Accommodate right- or left-handed access and use • Facilitate the user's accuracy and precision • Provide adaptability to the user's pace

9. Principle 3: Simple and Intuitive GUIDELINES • Eliminate unnecessary complexity. • Be consistent with user expectations and intuition. • Accommodate a wide range of literacy and language skills. • Arrange information consistent with its importance. • Provide effective prompting and feedback during and after task completion • Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current • concentration level.

10. Principle 4: Perceptible Information • The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. GUIDELINES • Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. • Provide adequate contrast between essential information and its surroundings. • Maximize "legibility" of essential information. • Differentiate elements in ways that can be described..

11. Principle 5: Tolerance for Error GUIDELINES • Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. • Provide warnings of hazards and errors. • Provide fail safe features. • Discourage unconscious action in tasks that require vigilance. • The design minimizes hazards and the adverse consequences of accidental or unintended actions

12. Principle 6: Low Physical Effort GUIDELINES • Allow user to maintain a neutral body position. • Use reasonable operating forces. • Minimize repetitive actions. • Minimize sustained physical effort • The design can be used efficiently and comfortably and with a minimum of fatigue.

13. Principle 7: Size/ Space forApproach & Use GUIDELINES • Provide a clear line of sight to important elements for any seated or standing user. • Make reach to all components comfortable for any seated or standing user. • Accommodate variations in hand and grip size. • Provide adequate space for the use of assistive devices or personal assistance. • Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

14. Principle 8: Community of Learners GUIDELINES • Adopt practices that reflect high values with respect to both diversity and inclusiveness. • Fostering communication among students in and out of class by structuring study group, discussion groups, email list, or chat room. • Require that small groups communicate in ways that are accessible to all group members. Be flexible regarding interaction strategies. • The instructional environment promotes interaction and communication among students and between students and faculty.

15. Principle 9: Instructional Climate GUIDELINES • Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants • Address individual needs in an inclusive manner. Make statements on syllabus and in class inviting students to arrange for course accommodations or to discuss other concerns. • Avoid segregating or stigmatizing any student by drawing undue attention to a difference or sharing private information. • Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

16. EX.- Captioning on Videotapes Beneficiaries: • Students who are deaf or hard of hearing • Students for whom English is a second language • Students watching the video tape in a noisy environment • Students who have learning disabilities

17. Learning Disabilities • Word processors with grammar and spell checkers • Word processors with outlining and highlighting capabilities • Word prediction software • Phonetic spelling software • Speech recognition software • Concept mapping software (allows for visual representation of ideas and concepts

18. Blindness • Screen reading software and speech output systems • Braille translation software, Braille refreshable display, and a Braille embosser • Locator dots on the keys of computer keyboards • Scribes • Alternative test or assignment formats

19. Low Vision • Large-print handouts and visual aids • Screen enlargers

20. Hearing impairments • Provide written examples of writing expectations (e.g., sample of a completed assignment of acceptable quality, including content and grammar/syntax) • Grade writing and content separately

21. Mobility Impairments • Computer modifications to access word processing programs • Extended exam times • Extended assignment deadlines

22. Health Impairments • Word processing programs. • Extended exam time. • Extended assignment deadlines.

23. Psychiatric Disabilities • Options for electronic assignments • Notetakers • Audio taped class session • Laptop computer for notetaking • Flexible attendance requirements

24. Resources • See packet