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Needs Assessment & UDL

Needs Assessment & UDL. - and what you need to know. T oday. What is it? Why and how a needs assessment works What needs to be considered The assessor, their role? When and where. “There ain't nothin' worse than being stuck.”  ― Butch, in Living in the State of Stuck.

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Needs Assessment & UDL

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  1. Needs Assessment & UDL - and what you need to know

  2. Today • What is it? • Why and how a needs assessment works • What needs to be considered • The assessor, their role? • When and where

  3. “There ain't nothin' worse than being stuck.” ― Butch, in Living in the State of Stuck

  4. What success looks like… • http://youtu.be/Kg2wcklkDBY

  5. Needs Assessment What is it? • A systematic process for the collection of information upon which to base an accurate description of abilities, strengths and support requirements of an individual • It is about becoming ‘unstuck’

  6. Needs Assessment? Why? • Because its a Systematic process! • Matching students to all essential aspects of the course • Identifies potential gaps in performance • Psychological reports, OT & speech and language assessments • Identifies accommodations/supports required • Forms basis for planning ahead • Fulfills legal obligations

  7. Assessment of Need

  8. How does a Needs Assessment Work? 3 Main Elements • Program of Study content • Needs identification • using relevent professional reports • Statement of needs report

  9. 1. Analysing what needs to be done • Review course content • Actual skills required • Communication skills • Cognitive Skills • Physical Demands • Environment • Other Influencing factors • Fatigue • Memory

  10. 2. Needs Identification Identify any gaps; • Any difficulties being experienced • Effect of these difficulties • What specific accommodations are required • What strategies have worked in the past • What resources are available

  11. 3. Statement of Needs Report • Candidate details • Contact details • Considerations when contacting them – eg; texting • Assessment of impact of disability against course elements – summary

  12. Report • Recommendations • This can be a separate sheet for the students use • This is what most people are interested in • The ‘what I need to know’ • Considerations around recomendations • Contract for recording devices • Principles for using technological aids • Review as it is a continuous process

  13. Report • Confidential • Shared with those who needs to know as agreed with student • Responsability for this can lie with student • Consultative • – involves and includes the student

  14. Report • Facts not opinions in a Standarised format • Challenging for ‘professional’ areas • Fact versus conjecture • Fact – Belgium – hold the most Tour de France victories of any country except France • Conjecture – Belgium will wear the yellow jersey this year!

  15. Report • Individualised • Each students is different • The impact of dyslexia for one student is different to another • Accurate • A snapshot in time – may need to be revisited • Student agrees with it • Professional (non-therapeutic relationship)

  16. From a students point of view • http://youtu.be/g6myoXl0aQc

  17. Examples of Accomodations • Allowing note-taking at meetings • Verbal instructions where there is difficulty following written instructions • Consider how someone needs to get from place to place • Assistive technology can raise standard of performance • Gives greater freedom and independence • Enables person to compete on an even footing

  18. Cases studies

  19. Universal Design For Learning • An outgrowth of the UD model, Universal Design for Learning (UDL) uses UD principles, to design courses “to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”.

  20. Universal Design Accommodation Approach • Access is achieved through accommodations and/orretrofitting existing requirements • Retroactive Access • Special treatment • Access must be reconsidered each time i.e. is consumable • The system/environment is designed, to thegreatest extent possible, to be usable by all • Proactive Access • Inclusive • Access, as part of the environmental design, issustainable

  21. Disability Support Services Problems The terms “support” and “services” are more medical model terms. Imply that students with disabilities need “support” Keep the focus on the student as the problem rather than the focus on the environmental barriers. Disability Resource Center a resource to students and to the campus community - provide services to both. Assist the campus community in creating more usable and inclusive environments.. Disability as an aspect of diversity that is integral to the community of learners Disability Services Old New

  22. Who is the assessor? • A ‘Professional Filter’ • A counsellor – for staff and students and employers • A listener • A communicator • Somebody who tells students • You can win – all you need is ‘khud ye kapeen’

  23. A thought.... “The problem is not how to wipe out all differences, but how to unite with all differences intact” - RabindraNath Tagore

  24. References • www.ahead.ie • NC State University http://www.ncsu.edu/dso/general/universal-design.html • University of Arkanas, Little Rock http://www.ualr.edu/pace/index.php/shift/

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