Beyond Accommodation to Universal Design: Can We Get There? Should We Try?

1. Beyond Accommodation to Universal Design: Can We Get There? Should We Try? 2010 TASI Presentation Cathy Trueba, Director McBurney Disability Resource Center

2. Session Take Aways • Understanding the principles of UDL • Appreciating the impact UDL has on a diverse classroom of learners • Incorporating UDL in your course(s)

3. Session Activities • Overview of UDL and ADA • Overview of Students with Disabilities On Campus • Small Group Discussion of Implementation Strategies and Available Resources • Full Group Call out and Wrap Up

4. Universal Design Defined 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.

5. Universal Design For Learning (UDL) Defined Universal Design for Learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn.

6. Universal Design for Learning • Multiple means of representation, to give diverse learners options for acquiring information and knowledge • Multiple means of action and expression, to provide learners options for demonstrating what they know • Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

7. Multiple Means of Representation Multiple means of representation refers to presenting or accessing information, concepts, and ideas - the "what" of learning. • Provide diverse learners a variety of options for acquiring information and knowledge. • Teach in multiple modalities to increase access for ALL learners.

8. Multiple Means of Action and Expression Multiple means of action and expression refers to planning and executing learning tasks - the "how“ of learning. • Students learn to use various strategies to organize what they have learned. • Students a wide range of opportunities to express what they have learned.

9. Multiple Means of Engagement Multiple means of engagement refers to getting engaged and staying engaged in learning – the "why" of learning. • Engage students in multiple ways including, choice of content & tools, adjustable levels of challenge, varying types of (immediate) feedback.

10. Accessibility Defined • Barrier removal, modification and adaptation to ensure that an individual with a disability has access to the programs, services and activities of an institution or organization.

11. Disability Defined Under the ADA, an individual with a disability is someone who: • Has a physical or mental impairment that substantially limits one or more major life activities. • Has a record of such an impairment. • Is regarded as having such an impairment.

12. What is Our Legal Obligation? • Section 504 (1973) “No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, service or activity receiving federal financial assistance. • ADAAA (1990/2008) affirms and extends that right in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress.

13. UD versus ADA • UD focuses on designing products, environments and learning to be usable by all to the greatest extent possible • ADA focuses on providing an individual with an adaptation or modification (when requested)

14. Principles of Universal Design Principle 1: Equitable Use • In Post Secondary: • web-based courseware products • uniform block font over cursive or mixed font

15. Principle 2: Flexibility in Use • In Post Secondary • Vary your instructional methods • Focus student attention by asking questions • Use of Course Participation System (CPS) for increased interaction

16. Principle 3: Simple and Intuitive • In Post Secondary • grading rubric for papers or projects • eliminate lingo • Develop acronym or formula reference sheet

17. Principle 4: Perceptible Information • In Post Secondary • digital or on-line texts • instructions in the fewest number of words both spoken and written

18. Principle 5: Tolerance for Error • In Post Secondary • structure a long-term course project with graded short term objectives, • allocate class time for assisted individual work time

19. Principle 6: Low Physical Effort • In Post Secondary • Option of take home exams • Permit single study card for exams

20. Principle 7: Suitable Size and Space for Approach and Use • In Post Secondary • circular seating promotes interaction, enhances auditory comprehension, and minimizes distraction • Consider implications of field trips and field work

21. Principle 8: A Community of Learners • In Post Secondary • Promote study or discussion groups (web and non-web based) • Check in on progress via e-mail • Engage students with “turn to your neighbor” opportunities in class

22. Principle 9: Instructional Climate • In Post Secondary Use syllabus to state: • class values including academic integrity and the inclusion of all class members • invitation to discuss accommodation requests with you

23. Turn to Your Partner and Discuss… • Where you see current applications of UDL in your courses? • If the sky was the limit – where could UDL principles be included in your course design? • Who would benefit from these applications in your course/program?

24. ACCOMMODATION Extended exam time Transcript for media In-class notetaker UNIVERSAL DESIGN Take home exams Open captioning Class outline/Power point posted before class Accommodation versus UDL

25. Campus Profile for Students with Disabilities Learning Disorders 395 • LD 167 • ADD/ADHD 208 • TBI 15 • Autism (ASD) 5 Phys/Health/Sensory 185 • Visual 20 • D/HOH 27 • Mobility 25 • Health 113 Psychiatric211 Total 798 Enrolled/In Process 214 Prospective 227

26. McBurney Student Voices Video Project • Learning Without Limits http://www.mcburney.wisc.edu/videos/learningwithoutlimits/

27. Discussion…Next Steps Considering principles and application of Universal Design practices What might we: Start doing….. Stop doing….. Continue doing…..

28. UDL Resources • National Center on Universal Design in Learning http://www.udlcenter.org/aboutudl/udlguidelines • DO-IT - Disabilities, Opportunities, Internetworking, and Technology http://www.washington.edu/doit/Brochures/Academics/instruction.html • FacultyWarehttp://www.facultyware.uconn.edu/home.htm • Global Universal Design Educators Online Newshttp://www.universaldesign.net

29. UDL Resources Cont. • National Center for Accessible Media (NCAM)http://main.wgbh.org/wgbh/pages/ncam/ • The Center for Applied Special Technologyhttp://cast.org • The Center for Universal Designhttp://www.design.ncsu.edu/cud/ • The IDEA Center, University of Buffalohttp://www.ap.buffalo.edu/idea/

30. UDL Resources (cont.) • Trace Research and Development Centerhttp://www.trace.wisc.edu/world/ • O’Connor, Lisa, Chodock, Ted, Dolinger, Elizabeth, Applying Universal Design to Information Literacy: Teaching Students Who Learn Differently at Landmark College, Reference & User Services Quarterly, Vol 49, Issue 1, 24-32 Images taken from the Center for Universal Design, NC State University College of Design, IDEA Center, SUNY Buffalo and Faculty Ware, U Conn Center on Post-Secondary Education and Disability

31. Thank You!