Universal Design March 17, 2016 Burgas, Bulgaria

1. Universal DesignMarch 17, 2016Burgas, Bulgaria Paula Sotnik Paula.sotnik@umb.edu Institute for Community Inclusion, School for Global Inclusion & Social Development University of Massachusetts Boston www.communityinclusion.org www.serviceandinclusion.org www.InclusiveEvents.org

2. Добре дошли!! Today we will: • Introduce Universal Design (UD) and Universal Design for Learning (UDL) • Understand “who” or “what” has the “disability” • Learn concrete examples of UD and UDL

3. Paula Sotnik, ICI, UMASS Boston

4. In Bulgaria nodding your head means NO, shaking your head means YES. In the US, nodding your head means YES, shaking your head means NO http://mentormate.com/blog/bulgarianamerican-cultural-differences/ In the U.S., we pay to kill cockroaches and spiders. In Thailand, people pay to eat cockroaches and spiders. That which is familiar, can “cripple” us, can force our thinking into a prison. Great change has always come from thinking outside the box. Thai Nguyen - http://www.entrepreneur.com/article/237866 Paula Sotnik, ICI, UMASS Boston

5. “Disability” does not define or is not the person. “Disability”is created by poorly created buildings, materials, bad attitudes and not by the uniqueness of individuals. Stairs, text, others who need to be educated and our persistence to one way of doing things create a “disability”.

6. Here are the real DISABILITIES!

7. Let’s change the paradigm! Let’s think differently! Universal Design and Universal Design for Learning Can Be the Answer! Paula Sotnik, ICI, UMASS Boston

8. 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.  Universal Design creates environments that respond to the widest range of the population possible. Universal Design minimizes the need for individual accommodations.

9. Universal Design for Everyone • Closed Captioning is used by couples, people at the gym, bar patrons and travelers at airports Curb cuts are used by mother’s with strollers, bicyclists, people pushing cards and seniors Electric doors help when we have coffee in one hand and bags in the other. Books on tape are used by automobile drivers, students, and the elderly

10. Provides user and age-friendly environments and opportunities to make healthy choices, which will enhance independence and quality of life.” Universal Design “Enabling Rather than Disabling” Paula Sotnik, ICI, UMASS Boston

11. Universal design: Specific features that are more usable by everyone • entrances with no steps that make it easier to enter a • building • wider doorways that are easier for everyone to enter, • enhance interior circulation, and add a more spacious • lever door handles instead of door knobs that are easier to open by everyone • single-lever controls on faucets that are easier to operate and make adjustments of water temperature and volume simple for everyone • light switches and electrical receptacles located at a height that is more reachable by those who may have trouble bending over or reaching up • All materials provided in large print with black ink on white paper, photographs, pictures, international symbols • Repeating questions and comments when conversing in a large group

12. Universal Design for Learning (UDL) – 1: The WHAT - Provide multiple means of representation, gives learners a variety of ways to obtain and absorb information and knowledge. Examples: Teaching uses color coding, written and verbal guidance, use of international symbols and pictures, tactile materials, speech to text/text to speech technology, video clips, highlighting text.

13. 2: The HOW - Provide multiple means of action and expression provides learners alternatives for demonstrating what they know. Examples: Students develop and use flashcard visuals rather than text to respond to questions and indicate knowledge of words. Students photograph progress - before and after photographs can document progress and outcomes. Paula Sotnik, ICI, UMASS Boston

14. 3: The WHY - Provide multiple means of engagement includes a variety of ways that helps students attend to and engage in learning. Examples: Students can learn in small groups, individually, use of Flipcam can assist with journaling, “self-reflection” and record the “what, so what, now what” Paula Sotnik, ICI, UMASS Boston

15. Work Examples: • difficulty reading, misses important announcements sent via email.  screen-reading software allows a person to listen to emails that are received and take notes to create a written “to do” list. • unable to write well and document work completed.  pictures of the tasks that only require a check mark as each task is completed. • difficulty remembering what tasks to return to when interrupted or called to a different task  When current task is interrupted, take a photo of exactly what current task is and in what location

16. • “puff paint” to mark dials, rulers • changes in schedules • modified tables, desks, workspaces • talking watches, calculators, rulers • private, quiet space • no scent policy • headphones • technology solutions, computer software • color coded tape • photos and visuals used with text • verbal or audio descriptions of visuals and videos • audio-recorded, Braille or electronic-formatted notes, handouts, and text • instructions provided in multiple formats, including visual, auditory and tactile • captioned presentations and conferences • large print materials, contract enhanced (black type on white paper, simple font)

17. Perceptible Information IKEA Assembly Instruction

18. Graphics demonstrate the use of  products that are unfamiliar. Utensils like Oxo Good Grips offer    a better gripping surface  without giving up a sense of "style."

19. Paula Sotnik is a recognized expert consultant, curriculum developer, trainer and author on disability inclusion, culture brokering; diversity; outreach and recruitment strategies; access and reasonable accommodation solutions; Universal Design; team and partnership development; measurable outcome oriented strategic planning; nonprofits: disability legislation, policy knowledge and practice acquired through years of personal, educational and professional life experiences. Paula’s training and technical assistance is applicable, functional and results driven. She has facilitated strategic planning processes to create and implement measurable action plans enhancing diversity inclusion with government agency and nonprofit teams in four countries and 40 states and territories. Paula has developed and directed over 17 national and state training/technical assistance projects supporting individuals from traditionally underrepresented groups, including persons with disabilities. She also directed national projects that examined how national service can serve as a path to reintegration for Wounded Warriors and Veterans with disabilities. Paula was lead training consultant and author on Culture Brokering for the Center for International Rehabilitation Research Information and Exchange at the University at Buffalo, SUNY. She designed and coordinated capacity-building projects with diverse grassroots community organizations and directed projects examining the experiences of diverse cultures in employment for persons with HIV/AIDS, person centered planning, and the use of assistive technology serving Latino, Southeast Asian, Haitian, Portuguese, Azorean, and Cape Verdean populations. Paula completed a U.S. Department of State Project, providing training and technical on access and accommodations with US Embassy staff, DPOs and NGOs in Nepal. Paula, with a NGO, also assisted in the “Six Ramps, Six Months” program, which was responsible for mobilizing the community to build over 6 ramps enabling access to, services in Nepal. She has presented for UNESCO on disability inclusion and conducted programmatic site visits in India. Paula worked with teachers, senior centers and NGOs in Mauritius on Universal Design for Learning and Living, conducted a Train the Trainer program and continues as a consultant. She also serves as a consultant reviewer, interviewer and trainer for international exchange programs and NGOs. Her current focus is training, technical assistance, overall capacity building and strategic planning with nonprofits, international NGOs, volunteer programs to ensure culturally responsive systems that seamlessly includes all aspects of diversity.

20. Paula Sotnik Contact me at: paula.sotnik@umb.edu All materials will be posted on http://serviceandinclusion.org/presentations/ Paula Sotnik, ICI, UMASS Boston