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Universal Design, Needs Assessment

Universal Design, Needs Assessment. - And what you need to know. Why this session ?. What you already know Needs assessment – what is its relationship with Universal Design and why do it?. What is equal treatment.

nelle-olson
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Universal Design, Needs Assessment

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  1. Universal Design, Needs Assessment - And what you need to know

  2. Why this session? • What you already know • Needs assessment – what is its relationship with Universal Design and why do it?

  3. What is equal treatment • Turn to the person beside you and discuss when you might have needed some ‘consideration’ over the past 5 years at work due to ‘life events’. • Brainstorm

  4. 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

  5. Needs Assessment? Why? • Systematic process to match a student or an employee and all essential aspects of the job • Identifies potential gaps in performance • Identifies accommodations/supports required • Forms basis for planning ahead • Fulfills legal obligations

  6. The background: • Medical Model versus Social model • Medical Model - A diagnosis is made and the person is considered the problem • Social Model - Where the environment creates the barriers, and these can be overcome by adjustments • Universal Design - The concept of universal design arises out of and supports the broader philosophical framework of the social model of disability. The medical model might be compared with the pathological view of deafness,whereas the social model is in alignment with the cultural perspective.

  7. How does a Needs Assessment Work? 3 Main Elements • Task or Job specification • Needs identification • Statement of needs report

  8. Step 1 - Analysing what needs to be done • Actual skills required • Communication skills • Cognitive Skills • Physical Demands • Environment • Other Influencing factors Fatigue Memory

  9. Step 2 – Needs Identification Identification of 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

  10. 3. Statement of Needs Report • Candidate details • Assessment of impact of disability against job specification elements • Recommendations • Review as it is a continuous process • Confidential and Consultative • Facts not opinions in a Standarised format • Individualised • Accurate and Professional

  11. 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

  12. As part of the highly publicised Social & Cultural Programme, - participants required for different events Would you like to participate? Turkish Belly Dancers required Events to be organised in each canteen or communal area ( across the service) at lunch time Experience performing and/or dancing essential Please contact the Diversity Department if interested

  13. Turkish Belly Dancer • Core Skills • Suitability • Previous Experience • Supports Required

  14. Applications – • 22 year old girl who has studied modern dance for 3 years – she has preformed once before in a local event, and loves to perform and is keen to participate in the programme. She has disclosed that she is deaf. • 55 year old lady who loves music – especially unconventional music. She plays the piano and sings and she has no prior experience of dancing has been involved with her local drama group (as the secretary). She is very keen to learn dance and would love to participate in the programme. She has a visual impairment. • 31 year old lady, who has been involved in a poetry reading group and toastmasters – loves to take on a new challenge and is very anxious to do well. She enjoys music and claims to have an extensive record collection – she goes dancing socially but has not preformed publicly before. She has brachial palsy.

  15. Assessment of Need

  16. Accomodation Approach + Universal Design Accomodation Approach Universal Design 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 • Access is achieved through accommodations and/orretrofitting existing requirements • Retroactive Access • Special treatment • Access must be reconsidered each time i.e. is consumable

  17. UNIVERSAL DESIGN FOR LEARNING • An outgrowth of the UD model, Universal Design for Learning (UDL) uses UD principles, to designcourses “to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”.

  18. 9 Principles • Equitable use • Flexibility • Simple and intuitive instruction • Perceptible information (effectively communicated • Tolerance for error • Low physical effort Note: This principle does not apply when physical effort is integral to essential requirements of a course. • Size and space for approach and use • A community of learners • Instructional climate

  19. Disability Services Old New 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 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.

  20. Imagine the environment you would design for the Turkish belly dancer! mary.quirke@ahead.ie 01 7164396

  21. Brainstorm: Difficulties and Solutions around ‘Needs assessment’ & ‘disability on campus’ • Short term • Medium Term • Long term

  22. The reason for it all - Learning • http://youtu.be/falHoOEUFz0

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

  24. References • 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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