Disability ResourcesCOE TA Training – August 19, 2013
DRC – Disability Resources
• Resources for:• Students• Faculty• Staff• Campus Visitors
• Highlights:• College wheelchair sports• Accessible gym• Assistive Technology Lab• Testing Center
Frameworks
Frame Core In practice
Individual/Medical
• “Problem” is located within the individual• Focus on specific condition• Disabled individual is at a deficit
• Cure or fix problem• Disability is negative • Individual accommodations• Do not internalize disability as an identity
Emerging/Sociopolitical
• “Problem” located in environment• Environmental barriers exclude disabled individuals and set parameters of disability experience
• Disability is neutral• Work to identify and eliminate barriers• Appreciation for community and culture• Create sustainable change
Design of environments
• Information• Curricular• Physical• Social• Policy
Universal Design
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.
• Our responsibility:• Identify and remove barriers• Incorporate access into our design initially
• Impact:• Inclusive and welcoming environments • Sustainable design• Everyone has the same experience
UD: Physical Environment
• Identify elements in the physical environment that are Universally Designed
• Door knobs• Classroom layout• Curb cut
Physical Environment to Curricular Environment
Creating UD Environments
DIGGING DEEPERUDL Practical Instructional Tips
Class Climate
• Create classroom environment that values both diversity and inclusiveness.
• Physical layout of classroom allows for modification, easy access to visuals, instructor and peers
• Technology available to allow for creative instruction
Information Resources
• Offer multiple opportunities for different types of access:
• Create Lecture Capture, Podcasts, Videos (captioning/transcripts)
• Post class notes or outline • Provide electronic version of readings
• Allows access to materials on device of choice (iPad, Kindle, Smartphone)
• Allows all students to access class content multiple times and for a variety of reasons
Interaction & Assessment
• Encourage a variety of interactions• Discussion/Group Work
• In class, online, meeting software (Collaborate), assessment/group project
• Textbooks and Readings• Online/interactive components
• Assessment• Clickers, presentations, creation of media
Provide feedback and corrective opportunities
Key Takeaways
• Universal Design is…• Proactive• Inclusive • For all learners• A continuum
DRC Contact Info
• Web: drc.arizona.edu• Phone: 520-621-3268• Fax: 520-621-9423• Location: Highland Commons• Email: [email protected]• Facebook: University of Arizona Disability
Resources
Sources
• Funckes, C., & Kroeger, S. (2003). Implementing Universal Design in Higher Education: Moving Beyond the Built Environment. Journal on Postsecondary Education and Disability, 16(2), 78-89.
• Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 17. http://www.udlcenter.org/resource_library/articles/udl_postsecondary_ed
• National Center on UDL: http://www.udlcenter.org/• Prezi: http://www.prezi.com• Doceri: http://www.doceri.com