Teaching Inclusively:Universal Design for

Learning

Teaching Academy

June 10, 2008

Suzanne Tucker, Disability Resource Center

Bogdan, Zamfir, Center for Adaptive Technology

Students with DisabilitiesSpring Semester -- 2008

Blindness /Low vision 10 Acquired Head Injury 12 Deaf / Hearing impairments 16 Autism Spectrum Disorders 19 Mobility / orthopedic impairments 32 Chronic Health 52 ADD/HD 82 Psychiatric / Emotional 84 Specific Learning Disabilities 236

TOTAL544

What is Universal Design?

Universal Design is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

--Center for Universal Design, North Carolina State

Universal Design (UD): Principles & Examples

1. Equitable use2. Flexibility in use3. Simple and intuitive use4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for approach and use8. Community of learners9. Instructional climate

Definition: Universal Design of Instruction is the…

design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.

Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact.

UD Employed in Specific Academic Tasks Large lectures Group/work discussions Test taking Field work Science labs Computer labs World wide pages

Distance learning Art wok Travel programs Work-based learning Writing assignments

Principle 1: Equitable Use

GUIDELINES Provide the same means of use

for all users: identical whenever possible; equivalent when not.

Avoid segregating or stigmatizing any users.

Provisions for privacy, security, and safety should be equally available to all users.

Make the design appealing to all users.

                                    

The design is useful and marketable to people with

diverse abilities.

Principle 2: Flexibility in Use

GUIDELINES Provide choice in methods

of use Accommodate right- or

left-handed access and use

Facilitate the user's accuracy and precision

Provide adaptability to the user's pace

                                    

The design accommodates a wide range of individual preferences and abilities

Principle 3: Simple and Intuitive

GUIDELINES Eliminate unnecessary

complexity. Be consistent with user

expectations and intuition. Accommodate a wide range

of literacy and language skills.

Arrange information consistent with its importance.

Provide effective prompting and feedback during and after task completion

                              

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current

concentration level.

Principle 4: Perceptible Information

GUIDELINES Use different modes (pictorial,

verbal, tactile) for redundant presentation of essential information.

Provide adequate contrast between essential information and its surroundings.

Maximize "legibility" of essential information.

Differentiate elements in ways that can be described..

The design communicates necessary information effectively to the user,

regardless of ambient conditions or the user's sensory abilities.

                                   

Principle 5: Tolerance for Error

GUIDELINES Arrange elements to minimize

hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.

Provide warnings of hazards and errors.

Provide fail safe features. Discourage unconscious

action in tasks that require vigilance.

The design minimizes hazards and the adverse consequences of accidental or

unintended actions

                                      

Principle 6: Low Physical Effort

GUIDELINES Allow user to maintain a

neutral body position. Use reasonable operating

forces. Minimize repetitive

actions. Minimize sustained

physical effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

                                    

Principle 7: Size/ Space forApproach & Use

GUIDELINES Provide a clear line of sight to

important elements for any seated or standing user.

Make reach to all components comfortable for any seated or standing user.

Accommodate variations in hand and grip size.

Provide adequate space for the use of assistive devices or personal assistance.

Appropriate size and space is provided for approach, reach, manipulation, and use

regardless of user's body size, posture, or mobility.

                                    

Principle 8: Community of Learners

GUIDELINES Adopt practices that reflect high

values with respect to both diversity and inclusiveness.

Fostering communication among students in and out of class by structuring study group, discussion groups, email list, or chat room.

Require that small groups communicate in ways that are accessible to all group members. Be flexible regarding interaction strategies.

The instructional environment promotes interaction and communication among students

and between students and faculty.

Principle 9: Instructional Climate

GUIDELINES Encourage regular and effective

interactions between students and the instructor and ensure that communication methods are accessible to all participants

Address individual needs in an inclusive manner. Make statements on syllabus and in class inviting students to arrange for course accommodations or to discuss other concerns.

Avoid segregating or stigmatizing any student by drawing undue attention to a difference or sharing private information.

Instruction is designed to be welcoming and inclusive. High expectations are espoused for

all students.

EX.- Captioning on Videotapes

Beneficiaries: Students who are deaf or hard of hearing Students for whom English is a second

language Students watching the video tape in a

noisy environment Students who have learning disabilities

Learning Disabilities

Word processors with grammar and spell checkers

Word processors with outlining and highlighting capabilities

Word prediction software Phonetic spelling software Speech recognition software Concept mapping software (allows for visual

representation of ideas and concepts

Blindness

Screen reading software and speech output systems

Braille translation software, Braille refreshable display, and a Braille embosser

Locator dots on the keys of computer keyboards

Scribes Alternative test or assignment formats

Low Vision

Large-print handouts and visual aids Screen enlargers

Hearing impairments

Provide written examples of writing expectations (e.g., sample of a completed assignment of acceptable quality, including content and grammar/syntax)

Grade writing and content separately

Mobility Impairments

Computer modifications to access word processing programs

Extended exam times Extended assignment deadlines

Health Impairments

Word processing programs. Extended exam time. Extended assignment deadlines.

Psychiatric Disabilities

Options for electronic assignments Notetakers Audio taped class session Laptop computer for notetaking Flexible attendance requirements

Resources

See packet