Beyond Accommodation to Beyond Accommodation to Universal Design: Can We Universal Design: Can We Get There? Should We Try?Get There? Should We Try?

2010 TASI Presentation2010 TASI Presentation

Cathy Trueba, DirectorCathy Trueba, Director

McBurney Disability Resource McBurney Disability Resource CenterCenter

Session Take AwaysSession Take Aways

Understanding the principles of UDLUnderstanding the principles of UDL

Appreciating the impact UDL has on Appreciating the impact UDL has on a diverse classroom of learnersa diverse classroom of learners

Incorporating UDL in your course(s)Incorporating UDL in your course(s)

Session ActivitiesSession Activities

1.1. Overview of UDL and ADAOverview of UDL and ADA

2.2. Overview of Students with Overview of Students with Disabilities On CampusDisabilities On Campus

3.3. Small Group Discussion of Small Group Discussion of Implementation Strategies and Implementation Strategies and Available ResourcesAvailable Resources

4.4. Full Group Call out and Wrap UpFull Group Call out and Wrap Up

Universal Design DefinedUniversal Design Defined

The design of products andThe design of products and

environments to be usable by all people,environments to be usable by all people,

to the greatest extent possible, withoutto the greatest extent possible, without

the need for adaptation or specializedthe need for adaptation or specialized

design.design.

Universal Design For Learning Universal Design For Learning (UDL) Defined(UDL) Defined

Universal Design for Learning Universal Design for Learning (UDL) is(UDL) is

a set of principles for designinga set of principles for designing

curriculum that provides all curriculum that provides all individualsindividuals

with equal opportunities to learn.with equal opportunities to learn.

Universal Design for Universal Design for LearningLearning

Multiple means of representation,Multiple means of representation, to give diverse to give diverse learners options for acquiring information and learners options for acquiring information and knowledgeknowledge

Multiple means of action and expression,Multiple means of action and expression, to to provide learners options for demonstrating what provide learners options for demonstrating what they knowthey know

Multiple means of engagement,Multiple means of engagement, to tap into to tap into learners' interests, offer appropriate challenges, learners' interests, offer appropriate challenges, and increase motivationand increase motivation

Multiple Means of Multiple Means of RepresentationRepresentation

Multiple means of representationMultiple means of representation refers to refers to presenting or accessing information, presenting or accessing information, concepts, and ideas - concepts, and ideas - the "what" of learningthe "what" of learning..

Provide diverse learners a variety of options Provide diverse learners a variety of options for acquiring information and knowledge.for acquiring information and knowledge.

Teach in multiple modalities to increase Teach in multiple modalities to increase access for ALL learners.access for ALL learners.

Multiple Means of Action and Multiple Means of Action and ExpressionExpression

Multiple means of action and expression refers Multiple means of action and expression refers toto

planning and executing learning tasks - planning and executing learning tasks - the the "how“"how“

of learningof learning..

Students learn to use various strategies to Students learn to use various strategies to organize what they have learned.organize what they have learned.

Students a wide range of opportunities to Students a wide range of opportunities to express what they have learned.express what they have learned.

Multiple Means of Multiple Means of EngagementEngagement

Multiple means of engagement refers to Multiple means of engagement refers to gettinggetting

engaged and staying engaged in learning – engaged and staying engaged in learning – thethe

"why" of learning."why" of learning.

Engage students in multiple ways including, Engage students in multiple ways including, choice of content & tools, adjustable levels choice of content & tools, adjustable levels of challenge, varying types of (immediate) of challenge, varying types of (immediate) feedback.feedback.

Accessibility DefinedAccessibility Defined

Barrier removal, modification and Barrier removal, modification and adaptation to ensure that an adaptation to ensure that an individual with a disability has access individual with a disability has access to the programs, services and to the programs, services and activities of an institution or activities of an institution or organization.organization.

Disability DefinedDisability Defined

Under the ADA, an individual with a Under the ADA, an individual with a disability is someone who:disability is someone who:

Has a physical or mental impairment that Has a physical or mental impairment that substantially limits one or more major life substantially limits one or more major life activities. activities.

Has a record of such an impairment. Has a record of such an impairment. Is regarded as having such an impairment. Is regarded as having such an impairment.

What is Our Legal What is Our Legal Obligation?Obligation?

Section 504 (1973) “No otherwise qualified Section 504 (1973) “No otherwise qualified individual with a disability in the United States... individual with a disability in the United States... shall, solely by reason of her or his disability, be shall, solely by reason of her or his disability, be excluded from participation in, be denied the excluded from participation in, be denied the benefits of, or be subjected to discrimination benefits of, or be subjected to discrimination under any program, service or activity receiving under any program, service or activity receiving federal financial assistance.federal financial assistance.

ADAAA (1990/2008) affirms and extends that ADAAA (1990/2008) affirms and extends that right in employment, state and local right in employment, state and local government, public accommodations, commercial government, public accommodations, commercial facilities, transportation, and telecommunications. facilities, transportation, and telecommunications. It also applies to the United States Congress. It also applies to the United States Congress.

UD versus ADAUD versus ADA

UD focuses on designing products,UD focuses on designing products,environments and learning to be usableenvironments and learning to be usableby all to the greatest extent possibleby all to the greatest extent possible

ADA focuses on providing an individualADA focuses on providing an individualwith an adaptation or modification (whenwith an adaptation or modification (whenrequested)requested)

Principles of Universal Design Principles of Universal Design

Principle 1: Principle 1: Equitable UseEquitable Use

In Post Secondary:– web-based courseware products – uniform block font over cursive or mixed

font

Principle 2: Flexibility in Principle 2: Flexibility in UseUse

In Post Secondary– Vary your instructional

methods– Focus student attention

by asking questions– Use of Course

Participation System (CPS) for increased interaction

Principle 3: Simple and Principle 3: Simple and IntuitiveIntuitive

In Post Secondary– grading rubric for

papers or projects– eliminate lingo– Develop acronym

or formula reference sheet

Principle 4: Perceptible Principle 4: Perceptible InformationInformation

In Post Secondary – digital or on-line texts – instructions in the

fewest number of words both spoken and written

Principle 5: Tolerance for Principle 5: Tolerance for ErrorError

In Post Secondary – structure a long-

term course project with graded short term objectives,

– allocate class time for assisted individual work time

Principle 6: Low Physical Principle 6: Low Physical EffortEffort

In Post Secondary – Option of take

home exams– Permit single

study card for exams

Principle 7: Suitable Size and Principle 7: Suitable Size and Space for Approach and UseSpace for Approach and Use

In Post Secondary – circular seating

promotes interaction, enhances auditory comprehension, and minimizes distraction

– Consider implications of field trips and field work

Principle 8: A Community of Principle 8: A Community of LearnersLearners

In Post Secondary – Promote study or

discussion groups (web and non-web based)

– Check in on progress via e-mail

– Engage students with “turn to your neighbor” opportunities in class

Principle 9: Instructional Principle 9: Instructional ClimateClimate

In Post Secondary Use syllabus to state: – class values

including academic integrity and the inclusion of all class members

– invitation to discuss accommodation requests with you

Turn to Your Partner and Turn to Your Partner and Discuss…Discuss…

Where you see current applications of UDL Where you see current applications of UDL in your courses? in your courses?

If the sky was the limit – where If the sky was the limit – where couldcould UDL UDL principles be included in your course principles be included in your course design?design?

Who would benefit from these applications Who would benefit from these applications in your course/program?in your course/program?

Accommodation versus UDLAccommodation versus UDL

ACCOMMODATIONACCOMMODATION Extended exam Extended exam

timetime Transcript for Transcript for

mediamedia In-class notetakerIn-class notetaker

UNIVERSAL DESIGNUNIVERSAL DESIGN Take home examsTake home exams Open captioningOpen captioning Class outline/Power Class outline/Power

point posted before point posted before classclass

Campus Profile for Campus Profile for Students with DisabilitiesStudents with Disabilities

Learning DisordersLearning Disorders 395395– LDLD 167 167– ADD/ADHDADD/ADHD 208 208– TBI 15TBI 15– Autism (ASD) 5Autism (ASD) 5

Phys/Health/Sensory 185Phys/Health/Sensory 185– VisualVisual 20 20– D/HOHD/HOH 27 27– MobilityMobility 25 25– HealthHealth 113 113

PsychiatricPsychiatric 211211

Total Total 798 798

Enrolled/In ProcessEnrolled/In Process 214 214ProspectiveProspective 227 227

McBurney Student Voices McBurney Student Voices Video ProjectVideo Project

Learning Without Limits Learning Without Limits http://www.mcburney.wisc.edu/videohttp://www.mcburney.wisc.edu/videos/learningwithoutlimits/s/learningwithoutlimits/

Discussion…Next StepsDiscussion…Next Steps

Considering principles and applicationConsidering principles and applicationof Universal Design practicesof Universal Design practices

What might we:What might we:

Start doing…..Start doing…..

Stop doing…..Stop doing…..

Continue doing…..Continue doing…..

UDL ResourcesUDL Resources

National Center on Universal Design in Learning National Center on Universal Design in Learning http://http://www.udlcenter.org/aboutudl/udlguidelineswww.udlcenter.org/aboutudl/udlguidelines

DO-IT - Disabilities, Opportunities, DO-IT - Disabilities, Opportunities, Internetworking, and Technology Internetworking, and Technology http://www.washington.edu/doit/Brochures/Acadehttp://www.washington.edu/doit/Brochures/Academics/instruction.htmlmics/instruction.html

FacultyWareFacultyWarehttp://http://www.facultyware.uconn.edu/home.htmwww.facultyware.uconn.edu/home.htm

Global Universal Design Educators Online NewsGlobal Universal Design Educators Online Newshttp://http://www.universaldesign.netwww.universaldesign.net

UDL Resources Cont.UDL Resources Cont.

National Center for Accessible Media (NCAM)National Center for Accessible Media (NCAM)http://main.wgbh.org/wgbh/pages/ncam/http://main.wgbh.org/wgbh/pages/ncam/

The Center for Applied Special TechnologyThe Center for Applied Special Technologyhttp://cast.orghttp://cast.org

The Center for Universal DesignThe Center for Universal Designhttp://www.design.ncsu.edu/cud/http://www.design.ncsu.edu/cud/

The IDEA Center, University of BuffaloThe IDEA Center, University of Buffalohttp://www.ap.buffalo.edu/idea/http://www.ap.buffalo.edu/idea/

UDL Resources (cont.)UDL Resources (cont.)

Trace Research and Development CenterTrace Research and Development Centerhttp://http://www.trace.wisc.eduwww.trace.wisc.edu/world//world/

O’Connor, Lisa, Chodock, Ted, Dolinger, Elizabeth, O’Connor, Lisa, Chodock, Ted, Dolinger, Elizabeth, Applying Universal Design to Information Literacy: Applying Universal Design to Information Literacy: Teaching Students Who Learn Differently at Teaching Students Who Learn Differently at Landmark College, Landmark College, Reference & User Services Reference & User Services QuarterlyQuarterly, Vol 49, Issue 1, 24-32, Vol 49, Issue 1, 24-32

Images taken from the Center for Universal Design, NC State University College of Design, IDEA Center, Images taken from the Center for Universal Design, NC State University College of Design, IDEA Center, SUNY Buffalo and SUNY Buffalo and Faculty WareFaculty Ware, U Conn Center on Post-Secondary Education and Disability, U Conn Center on Post-Secondary Education and Disability

Thank You!Thank You!