1 / 39

Universal Design: Creating an Inclusive Learning Environment in Higher Education

Universal Design: Creating an Inclusive Learning Environment in Higher Education Dr . Susan Asselin School of Education Virginia Tech Conference on Higher Education Pedagogy February 9, 2012. Goal.

kyrie
Download Presentation

Universal Design: Creating an Inclusive Learning Environment in Higher Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Universal Design: Creating an Inclusive Learning Environment in Higher Education Dr. Susan Asselin School of Education Virginia Tech Conference on Higher Education Pedagogy February 9, 2012 Universal Design - Asselin Virginia Tech

  2. Goal • Provide research based strategies to improve accessibility of instruction and curriculum for increasingly diverse students Universal Design - Asselin Virginia Tech

  3. Objectives • Understand challenges faced by students with diverse learning needs • Provide an overview of universal design (UD) • Apply universal design principles to instructional practices • Evaluate accessibility of tests and course syllabi Universal Design - Asselin Virginia Tech UD ---CEUT --- SSD ----- -----ADA --- CAEE --- Universal Design Faculty Initiative

  4. This week.. Universal Design - Asselin Virginia Tech

  5. Universal Design (UD) • What is it?? Universal Design - Asselin Virginia Tech

  6. In this test DO NOT READ the words, say aloud the COLOR of each word. YELLOWBLUEORANGEBLACKRED GREENPURPLEYELLOWREDORANGE GREENBLACKBLUERED PURPLEGREENBLUEORANGE Universal Design - Asselin Virginia Tech

  7. What do you see? • Beauty • Ugly Universal Design - Asselin Virginia Tech

  8. Can you “read” this ? A word cousistsfoasericstograqhicsyndolsin space that have neamimgwhemaseniesofsoubsarelimkedotthem in the propcrorber. Whaisineebedotread a wrod? What tialldoilsbowntosiorpauization—sortimgont…differertiatimg…renemderimg…integnating Universal Design - Asselin Virginia Tech

  9. Why can you “read” this ? A word consists of a series to graphic symbols in space that have meaning when a series of sounds are linked to them in the proper order. What is needed to read a word? What it all boils down to is organization, sorting out, differentiating, remembering, integrating and translating. Universal Design - Asselin Virginia Tech

  10. Diversity includes… • Ethnic, racial & religious minorities • International and non-native speakers • Physical, sensory, psychiatric & cognitive abilities • Religion, age, gender • Different learning styles • Non-traditional students Universal Design - Asselin Virginia Tech

  11. Learner Diversity vision emotions perception processing attention motivation motor organization verbal language physical listening writing hearing anxiety comprehension math culture listening Universal Design - Asselin Virginia Tech

  12. Cognition • Information processing • External and internal stimuli • Long term memory • Prior knowledge • Short term memory • declarative and procedural knowledge • Executive memory or metacognition • evaluation and action Universal Design - Asselin Virginia Tech

  13. Students with Disabilities Universal Design - Asselin Virginia Tech

  14. Universal Design - Asselin Virginia Tech

  15. Ethnic Growth Rate Universal Design - Asselin Virginia Tech

  16. Universal Design - Asselin Virginia Tech

  17. Need for a New Paradigm Provide equitable access to instruction in order to address: • Increased diversity in the student population • Faculty concerns about accommodations Universal Design - Asselin Virginia Tech

  18. UD in Architecture making products, built environment, communications, usable and accessible NCSU, 1997 Universal Design - Asselin Virginia Tech

  19. UD in Instruction The basic premise is that curriculum should include alternatives to make instruction accessible to all students regardless of background, learning style, or ability. Universal Design - Asselin Virginia Tech

  20. Architecture to Learning Universal Design - Asselin Virginia Tech

  21. Universal Design (UD) in Instruction An approach to teaching that: • Anticipates and welcomes diversity • Promotes the proactive design • Uses inclusive instructional strategies Universal Design - Asselin Virginia Tech

  22. Universal Design for Learning Multiple and Flexible • Recognition • Strategic • Engagement • CAST Universal Design - Asselin Virginia Tech

  23. UD Principles • Equitable use • Flexibility in use • Simple & intuitive • Perceptible information • Tolerance for error • Low physical effort • Size and space for use • Community of learners • Instructional climate Universal Design - Asselin Virginia Tech

  24. UD Guiding Principles 1. Equitable Use equivalent means 2. Flexibility in Use wide range of abilities 3. Simple & Intuitive straightforward and predictable 4. Perceptible Information communication received 5. Tolerance for Error accidental or unintended actions Universal Design - Asselin Virginia Tech

  25. UD Guiding Principles 6. Low Physical Effort Comfort and efficiently 7.Size and Space for Use reach, approach, manipulation 8. Community of Learners communication and the exchange of ideas 9. Instructional Climate welcoming and inclusive Universal Design - Asselin Virginia Tech

  26. Student Concerns :Learning Environment at VT • Accessibility – physical access, accessibility of texts and materials, etc. • Unclear expectations about coursework and learning • Variety in teaching styles • Stigma attached to a disability and self-disclosure • Lack of faculty awareness of disabilities and accommodations Universal Design - Asselin Virginia Tech

  27. VT UD Initiative • Workshop series • One aspect • Tests • Presented specific strategies • Assistance • Interviewed students Universal Design - Asselin Virginia Tech UD ---CEUT --- SSD ----- -----ADA --- CAEE --- Universal Design Faculty Initiative

  28. Challenges in Testing • Comprehension of items or directions • Processing auditory information • Visual processing • Environmental ambience • Time constraints • Anxiety • Embarrassment Universal Design - Asselin Virginia Tech

  29. UD Application in Testing Meant to: • Remove barriers • Increase validity Not Meant to: • Decrease rigor • Change content Universal Design - Asselin Virginia Tech

  30. UD and Test Design Simple, Intuitive Design Consistency, arrangement, language, visuals, streamline, headings, symbols and numbers, concrete, clear directions Perceptible Information Contrast, legibility, clear graphics, soft colors, white space , font, font size, correct grammar and spelling Tolerance for Error Accessibility, warnings, fail safe, sticky keys, drafts, un-timed, pace, transfer answers, transfer to scratch paper Low Physical Effort Body position, repetitive or operating, distractions, desk size Universal Design - Asselin Virginia Tech

  31. Universal Design - Asselin Virginia Tech

  32. Universal Design - Asselin Virginia Tech

  33. Student Feedback “Questions easier to read and understand” “Easier to compare answers” “Faster completion of test” “Easier to understand and narrow down correct answer” “Test set up in a way so it was easy to take and understand” Universal Design - Asselin Virginia Tech

  34. Application to Syllabi Equitable use • varied ways to contact instructor • choices in assignments Flexibility in use • hard copy and electronic documents • available in 16 pt font or larger if needed Simple & intuitive • objectives, assignments & assessment linked • calendar for due dates and events • avoid acronyms, abbreviations Perceptible information • multiple formats – audio, font sizes, captioned, sans serif font Universal Design - Asselin Virginia Tech

  35. Syllabi Tolerance for error • criteria and clarification, drafts and revisions Low physical effort • multiple ways to submit assignments Size and space for use • classroom setting, audio-visual features Community of learners • peer groups, links to student services, value open exchange and respect Instructional climate • accessible to students, accommodation statement Universal Design - Asselin Virginia Tech

  36. Sample Statement • "If you need adaptations or accommodations because of a disability (learning disability, attention deficit disorder, psychological, physical, etc.), if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are….. " Universal Design - Asselin Virginia Tech

  37. “Learners will always need some accommodations, but through the application of universal design, diverse learners can be more successful and in the long run we can be more effective instructors” VT Faculty Member Universal Design - Asselin Virginia Tech

  38. UD Resources The National Clearinghouse on Postsecondary Education for Individuals with Disabilities www.heath.gwu.edu DO-IT: University of Washingtonwww.washington.edu/doit/Faculty/ Center for Applied Special Technology (CAST)www.cast.org Center for Universal Design www.design.ncsu.edu/cud/ Universal Design - Asselin Virginia Tech

  39. Questions??? Universal Design - Asselin Virginia Tech

More Related