Universal and Inclusive Design: Engaging Diverse Students in the Classroom

1. Universal and Inclusive Design:Engaging Diverse Students in the Classroom Coconino community College Employee Development Day April 3, 2009 Chris Lanterman Northern Arizona University

2. What We Will Explore • What is universal design in education? • What are key universal design strategies used in the classroom? • In what ways can we enhance the learning experience of our diverse students? • In what ways can you implement universal design into your own content area teaching?

3. The many faces of Universal Design in Education • Universal Design for Learning • Universal Design of Instruction • Universal Instructional Design • Meaningful Access

4. What Is Universal Design? • “Universal design is not a design style, but an orientation to any design process that starts with a responsibility to the experience of the user.” • (Institute for Human-Centered Design, 2008)

5. What Universal Design Is Not…

6. Universal Design for Learning • Multiple means of engagement • (Physical, cognitive, and emotional) • Tap into learners' interests • Challenge them appropriately • Motivate them to learn • Multiple means of representation • (Information, materials, and instructional delivery) • give learners various ways of acquiring information and knowledge • Multiple means of expression • (Assessment and student activities) • provide learners alternatives for demonstrating what they know

7. The Scope of Universal Design Universal design is not just about physical function. Understanding signs, finding one's way, learning how to operate products and understanding alarms and warnings are all mental, not physical, tasks.

8. Questions to Guide Curricular Design Questions to ask when designing curriculum What are the goals or objectives of the lesson, unit, or curriculum? What do students need to do to demonstrate mastery? Where are there barriers for the students? What tools, materials, and supports might help? How can I adjust goals, methods, and assessments so that every one of my students can progress? (Rose & Meyer, 2002)

9. The UPSIDE Project The UPSIDE Project Universal Design in the Biology Classroom Dr. Dawn Tamarkin Springfield Technical Community College • Tactile Cell Models • Animal Cell • Cheek Cell • Elodea Cell • Onion Cell

10. From Theory to Practice Given what you have seen with the universal design checklist and Dr. Dawn Tamarkin’s presentation on her biology class, use the case scenarios to brainstorm where universal design for learning appears to be used well, and areas where it is not. Identify some possible solutions.

11. Evaluating Your Instruction • What are some elements of your own instruction that might lend themselves to enhancement through the application of universal design for learning principles?

12. A Commitment • Will you commit to making at least one change in the design or implementation of your course which will take the college one step closer toward universal design? If you are, I am committed to supporting you in making such a change. 928-523-3575Chris.Lanterman@nau.edu