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Engaging Students with Disabilities through Universal Design for Learning

This presentation provides an overview of Universal Design for Learning (UDL) and its 7 principles. It includes additional UDL resources and discusses the importance of UDL in higher education. The need for training in UDL among faculty is highlighted. The use of technology to increase the universal design of instruction is also emphasized.

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Engaging Students with Disabilities through Universal Design for Learning

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  1. Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center izzo.1@osu.edu 614-292-9218

  2. Presentation Goals • Provide a general overview of UDL • Review the 7 principles of UDL 3. Share additional UDL resources

  3. Higher Ed Act 2008 Universal Design for Learning means a scientifically valid framework for guiding educational practice that— provides flexibility in the ways: • information is presented • students are engaged • students respond or demonstrate knowledge and skills

  4. UDL Defined in Higher Ed Act 2008 • reduces barriers in instruction, • provides appropriate accommodations, • supports, and challenges, and • maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

  5. Faculty and TA SurveyNeed for Training, N=271 • Universal Design (UD) was reported as the most preferred training method. Twenty-seven percent (27%, N = 57) of faculty reported UD as their first choice. • Following UD in topic training preferences were Web Accessibility (WA) at 15% (N = 33) and Distance Education (DE) at 11% (N = 23), respectively.

  6. Universal Design designing services and resources for people with a broad range of abilities and disabilities.

  7. Faculty/TA Quotes “When I hear someone has dyslexia, I have no idea what the individual deals with or what it means. I do not think many of us know much about disabilities.” (CSCC faculty, personal communication, November 12, 2000)

  8. Activity #1:UDLDiscussion Quiz The concept of Universal Design first originated from which of the following disciplines? Education Humanities Architecture Psychology

  9. Discussion Question  2. The majority of learners prefer to gain information using: a. Kinesthetic methods b. Visual methods c. Multi-modal methods  d. Auditory methods

  10. People generally retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they do and say Conclusion: Methods that stimulate the widest variety of senses will generally be the most effective instructionally Innovation Abstract, vol. No. 25 Vernon A. Magnesen, author

  11. Recognition Network: Brain Activity During Reading- Energy is burning in Yellow Area Visual Processing Occurring! Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2

  12. Discussion Question 3. Lectures are a frequently used method of instruction because it is one of the most effective methods of teaching. TRUE or FALSE

  13. Discussion Question 4. Over one million students with disabilities attend colleges and universities in the U.S. TRUE OR FALSE

  14. Postsecondary Education Over one million SwD are attending colleges (10% of total population) OSU has over 2000 SwD on Campus Learning disabilities (33%) Hearing impairment (12%) Visual impairment (20%) Speech impairment (5%) Physical disability (12%) Health impairment (18%)

  15. Discussion Question 5. Using technology increases the universal design of your instruction. TRUE or FALSE

  16. Use Technology: Computers and accessible digital materials provide access to the curriculum: • Assistive technology (text to speech; speech to text, screen magnification, etc.) • On-line dictionaries and help features • Create course website with guided notes, course content, YouTube videos, audio files

  17. Universal Design for Learning • Elements of good teaching • Definition • Universal design is an approach to designing your teaching to benefit people of all learning styles without retrofitting. • Course Delivery – lecture, small group, etc. • Materials – Books, websites, handouts, etc. • Assessments – How you evaluate learning

  18. Universal Design Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is just good teaching.

  19. Course content offers various methods of* Representation* Engagement* Expression Essential Qualities

  20. UDL Principle #1: 1. Identify the essential coursecontent Specify learning objectives in Syllabus Highlight learning objectives often during class

  21. UDL Principle # 2: Provide multiple representations: • Examples and non-examples of key concepts • Podcasts • Texts & Literature • Web Resources • YouTube Videos • Multiple Versions of Class Notes Posted by Students • Lecture

  22. UDL Principle # 3: Provide multiple means of engagement • labs • active student responding using clickers or other strategies • small group activities

  23. Active Student Responding • Response cards: e.g. colored paper, write on cards and Guided Notes • Choral responding • Hand-held electronic Clickers • Bill Reay, Physics Professor at OSU reports: • Clickers used during Physics lectures improved student grades 10% - a full letter grade

  24. Mentoring Programs - Natural Supports • Student Peer-to-Peer Mentoring • Electronic mentoring • Teacher-mentoring – internships/REUs

  25. Principle # 4: Motivate students to learnEvery day students need to ask:What am I learning today?Why am I learning it?What can I do to enhance my learning?

  26. Rigor/Relevance Framework • Students must see the relevance of rigorous academic content. • If students understand and conceptualize relevant applications…. achievement increases.

  27. Integrate YouTube Videos • A Vision of Students Today • YouTube - A Vision of Students Today • Create YouTube videos to demonstrate essential content • Assign students the task of creating a YouTube video to demonstrate learning of a key concept • (Then use these in future classes with permission of students)

  28. Provide multiple methods of evaluation: Frequent quizzes and tests; Credit for posting notes to course web Reports, papers, presentations Multimedia projectsProvide frequent progress reports Principle #5:

  29. Principle # 6 Use technology to enhance learning opportunities and increase accessibility • PowerPoints, examples posted to course website • Examples and non-examples of student products • Rubrics of grading

  30. Principle # 7 Invite students to meet with faculty with any questions or concerns they have.

  31. Universal Design for Learning - Assumptions Designed access is preferable to retrofitted access because it is more effective and less expensive.

  32. FAME Five web-based modules in development: • Rights and Responsibilities • Universal Design for Learning • Web Accessibility • College Writing • Climate Assessment

  33. Additional Resources: www.cast.orgwww.washington.edu/doit/www.cped.uconn.eduwww.oln.org/ILT/ada/Famehttp://ada.osu.edu/resources/fastfacts/index.htm

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