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Applying Universal Design for Instruction

Applying Universal Design for Instruction. Joan Wolforth, McGill University Gladys Loewen, Assistive Technology- BC. History of Disability. Society has looked at people with disabilities in different ways at different times in history

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Applying Universal Design for Instruction

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  1. Applying Universal Design for Instruction • Joan Wolforth, McGill University • Gladys Loewen, Assistive Technology- BC

  2. History of Disability • Society has looked at people with disabilities in different ways at different times in history • Beliefs and attitudes towards those who have a disability have resulted in different outcomes for them

  3. History of Disability • 19th century attitudes arose from the acceptance of science and medicine as the drivers of society’s attitudes • Galton and Social Darwinism which distorted the notion of the survival of the fittest into the ultimate goals of the eugenics movement

  4. History of |Disability • Eugenics strove for the perfection of the Human Race by restricting the reproduction of “elements” considered abnormal • Common viewpoint until mid 20th century even in Canada • Sterilization of sections of population etc

  5. History of Disability • Medical Model of disability developed • Emphasized what was wrong/abnormal with the person • What the person could not do • Separate education, employment, living situations • Exclusion from society

  6. History of Disability • 1960’s Rights movements began to develop • In Britain theorists began to challenge the medical model and the exclusion of the disabled community • North American groups were inspired by the Civil Rights movement in the U.S.

  7. History of Disability • Social model of Disability promoted • Major proponent Mike Oliver (1990) • Marxist model changed the paradigm • Society not adapted to people with disabilities. • Limitations not within person but within environment designed by an “ablest” society

  8. WHO Categories • International Classification of Function, Disability and Health • Attitudes & Beliefs • Natural and Built Environments • Products & Technology • Services, Systems, and Policies • Relationship & Supports

  9. Medical Model Disability is a deficiency or abnormality Being disabled is negative Disability resides in the individual Interactional Model Disability is a difference. Being disabled, in itself, is neutral Disability derives from interaction between individualand society

  10. Medical Model Remedy for disability-related problems is cure or normalization of the individual Agent of remedy is the professional Carol Gill, Chicago Institute on Disability Research Interactional Model Remedy for disability-related problems is a change in the interaction between individual and society Agent of remedy-individual, advocate, or anyone who affects arrangement between individual and society

  11. Can you say what is wrong with you? Can you say what is wrong with society? Oliver’s Survey (1990)

  12. What complaint causes your difficulty in holding, gripping or turning things? What defects in the design of everyday equipment such as jars and bottles causes you difficulty in holding turning or gripping them? Oliver’s Survey

  13. How difficult is it for you to get about your immediate neighbourhood on your own? What are the environmental constraints which make it difficult for you to get about in your immediate neighbourhood? Oliver’s Survey

  14. Does your disability make it difficult for you to travel by bus? Do poorly designed buses make it difficult for someone with your disability to use them? Oliver’s Survey

  15. Did you move here because of your disability problem? What inadequacies in your housing caused you to move here? Oliver’s Survey

  16. Universal Design • Paradigm shift from designing special facilities to building for inclusion • Initially an idea that developed in Architecture • Flat entrances, good levels of light, clear contrast signage, adequate space allocations, good acoustics

  17. Educational Design • Preparation of curricula, instructional materials, and evaluation methods which can be used easily with a wide variety of students • Service Delivery from a universal design perspective

  18. Principle 1: Equitable Use Provide the same means of use for all users: identical whenever possible; equivalent when not.

  19. Principle 2: Flexibility in Use Accommodate a wide range of individual preferences and abilities.

  20. Principle 3: Simple and Intuitive Use Use of design is easy to understand, regardless of the user’s experience, knowledge, language skills, or concentration level.

  21. Principle 4: Perceptible Information Communicate necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

  22. Principle 5: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions.

  23. Principle 6: Low Physical Effort The design can be used efficiently and comfortably with a minimum of fatigue.

  24. Principle 7: Size and Space for Approach and Use

  25. A Community of Learners #8 The instructional environment promotes interaction and communication among students and between students and faculty.(U.Conn)

  26. Instructional Climate #9 Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. (U.Conn)

  27. What is Universal Design? The design of environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

  28. Implementation • The socio-political model of disability provides a way to operationalize the principles of Universal Design. • It provides a framework on how to approach the paradigm.

  29. Two Approaches to Access • Accommodation • Universal Design

  30. Accommodation Approach Access issues are disabled individual’s problem to solve Access achieved through accommodations and retrofitting existing environments Universal Design Approach Access issues are the designer’s problem to solve Environments are designed to be usable by all, to the greatest extent possible

  31. Accommodation Approach Reactive Separate Consumable Universal Design Approach Proactive Inclusive Reusable and broadly applicable

  32. Convictions Adaptive Environments • Design is powerful and profoundly influences our daily lives and our sense of confidence, comfort, and control. • Design is a tool of social equity and matters more than ever in a world more diverse in age and ability than at any other time in history.

  33. Convictions Continued • Variation in human ability is ordinary, not special, and affects most of us for some part of our lives. • Human centered design is a way of thinking about places, things and communication but also about policies and practices that are responsive to human diversity and enhance everyone's experience.

  34. Working with Faculty • How do I make suggestions to faculty on how to make their courses more usable for all students?

  35. Questions to Consider: • When I talk to a faculty member, how can I approach the discussion from a sustainable perspective? • How do I focus on the environment and not one student?

  36. What challenges to inclusion does the design and delivery of the course create the way the instructor is offering the course?

  37. What can the instructor change to make the course more universally designed for all students? To minimize the need for individual accommodations To be inclusive for all students

  38. Requires sustained concentration, retention of information, fluency in spoken language, and note-taking Post notes on an accessible Website; provide periodic breaks, adequate space, lighting for communication, allow time for Q&A and clarification during presentation Lecture

  39. Requires substantial, appropriate physical space; use of printed materials; sustained concentration and interpersonal communication; writing skills; may spark anxiety issues Mediate individual differences through distribution of responsibilities, breaks and accessible formats; minimize amount of printed materials; design physical space to minimize noise level and distraction Group Work

  40. Requires use of visual information (clarity, color, size, and density of slides); lighting may be an issue Slides solid dark background, light text; 24- point font in Arial, Times New Roman; describe slides orally; allow adequate time to read each slide; post slides to an accessible Website PowerPoint or Overhead

  41. Requires use of auditory and visual information; lighting may be an issue Ensure videos are captioned; prepare a disk of descriptive narration or transcript for availability of alternative format Videos and Films

  42. Requires reading, writing, access to print formats and English language fluency Offer exercises as group work; allow for the use of AT, reader, scribe, or a dictated response; use at least 18-point font on a solid background using simple, intuitive language Written Exercises

  43. Requires physical movement, auditory and visual information, language fluency; may spark anxiety issues, compromise use of accommodations (interpreters), and physical environment (noise, space, lighting) Balance value of the activity and individual differences of participants; consider options to accomplish the same goals; plan for ease of movement and communication. Practice variations of the activity to evaluate inclusiveness Activities

  44. Requires language fluency, listening skills; sound barriers; may require note- taking, sustained concentration, and use of visual information; may affect effectiveness of accommodations (interpreter); may spark anxiety issues Plan for space and lighting for sound barriers and alternative communication (interpreters); summarize key points; design seating arrangements that provide face-to-face contact Discussions

  45. Examples of Evaluation Options • Exam on web site • Contract for course evaluation and demonstration of knowledge • Flexible evaluation methods • Emailing assignments

  46. Examples of Teaching Options • Send teaching notes to students ahead of lecture • Post notes on web site • Use PowerPoint along with lecture for visual and auditory information • Options for assignments as a group or individual

  47. Resources • Oliver, Mike (1990). The Politics of Disablement. Macmillan:London • Welch, P.(1995). Strategies for Teaching Universal Design. Adaptive Environments Center: Boston • Bowe, F. (2000). Universal Design in Education. Bergin and Garvey:Westport CT.

  48. Resources • Palmer, J.(2003). Universal Instructional Design and Learning Disabled Students www.tss.uoguelph.ca/projects/uid • CAST Universal Design for Learning http://www.cast.org/ • Center for Universal design www.design.ncsu.edu/cud

  49. Resources • Carol Gill, Chicago Institute on Disability Research • www.ahead.org has a list of resources related to UD as well as Disability Studies • Series of brochures on UD

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