Presenters: Sue Lin, Project DirectorKarla Kmetz, Project SpecialistAssociation University Centers on Disabilities (AUCD)

The Future…. in Universal Design

Who we are What is Universal Design (UD)? How can UD be applied to National Service

and within the disability community? A look at how people currently use UD

◦ Young Adult Transition Corps (YATC) Activity: How do you move this beyond the

physical to enhanced program design?

Workshop Goals

The AUCD Network

UCEDD, LEND, and DDRC

67 University Centers of Excellence on Developmental Disabilities (UCEDD)

38 Leadership Education in Neurodevelopmental and Related Disabilities (LEND)

21 Developmental Disabilities Research Centers (DDRC)

Getting to know you!Introduce yourself! Name Organization Location Hobbies/Interests/Something interesting

about you How you are involved in National Service Explain how the object you picked describes

you What you hope to take away from this

workshop

Universal Design in Architecture and Physical Environments – design of structures that anticipates the needs of individuals with disabilities and accommodates these needs from the outset

Universal Design

Universal Design - History American National Standards Institute

(ANSI)◦ 1961: Specifications for Making Buildings and

Facilities Accessible to and Usable by people with physical disabilities

Uniform Federal Accessibility Standard (UFAS)◦ Adapted ANSI standard for federally funded

construction Fair Housing Amendment

◦ 1988: Access guidelines to multiple housing units Americans with Disabilities Act

◦ 1990: Mandatory conditions for public spaces

Universal Design for Learning – design curricula with the needs of all learners in mind, so that, methods, materials and assessments are usable by all.

Universal Design

A Word on Assistive Technology Assistive technology device

is defined as “any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” – Assistive Technology Act of 1998

1. Equitable Use2. Flexibility in

Use3. Simple and

Intuitive Use4. Perceptible

Information

Universal Design Architectural Principles

5. Tolerance for Error

6. Low Physical Effort

7. Size and Space for Approach and Use

Universal Design Architectural Principles

Equitable Use The design is useful and marketable to

people with diverse abilities◦ 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.

Equitable Use

Flexibility in Use The design accommodates a wide range of

individual preference and abilities.◦ 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.

Flexibility in Use

Simple and Intuitive Use Use of the design is easy to understand,

regardless of the user's experience, knowledge, language skills, or current concentration level.◦ 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.

Simple and Intuitive Use

Perceptible Information The design communicates necessary information

effectively to the user, regardless of ambient conditions or the user's sensory abilities.◦ 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

(i.e., make it easy to give instructions or directions). ◦ Provide compatibility with a variety of techniques or

devices used by people with sensory limitations.

Perceptible Information

Tolerance for Error The design minimizes hazards and the

adverse consequences of accidental or unintended actions. ◦ 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.

Tolerance for Error

Low Physical Effort The design can be used efficiently and

comfortably and with a minimum of fatigue. ◦ Allow user to maintain a neutral body position. ◦ Use reasonable operating forces. ◦ Minimize repetitive actions. ◦ Minimize sustained physical effort

Low Physical Effort

Size and Space for Approach and Use Appropriate size and space is provided for

approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.◦ 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.

Size and Space for Approach and Use

Switching GearsUniversal Design for Learning Principles

Principle 1: To support recognition learning, and provide multiple, flexible methods of presentation

Principle 2: To support strategic learning, and provide multiple, flexible methods of expression

Principle 3: To support affective learning, and provide multiple, flexible options for engagement

Principles of Universal Design

Plugs and Outlets

Universal Design for Learning (UDL)

Accommodate individual learning differences◦ Multiple means of representation to give learners

various ways of acquiring information and knowledge,

◦ Multiple means of expression to provide learners alternatives for demonstrating what they know, and

◦ Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

UDL and Federal Legislation

Individuals with Disabilities Education Act (IDEA) reauthorized in 2004 and No Child Left Behind of 2001 ◦ IDEA and NCLB - Require accountability of schools

in providing equal access to curriculum by all students and all types of learners

◦ IDEA - Guarantees a free and appropriate public education to every child identified as needing special education in least restrictive environments

UDL and Federal Legislation

Higher Education Opportunity Act 2008 Incorporates Universal design for learning Creates statutory definition:

◦ UNIVERSAL DESIGN FOR LEARNING..—The term ‘‘universal design for learning’’ means a scientifically valid framework for guiding educational practice that—

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction,, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all student including students with disabilities and students who are limited English proficient.

Includes UDL in several provisions related to teacher training Development of postsecondary teaching strategies and methods,

and curriculum development consistent with UDL

Provide multiple examples Highlight critical features Provide multiple media and formats

Support background context

Principle 1: To support recognition learning

Provide flexible models of skilled performance

Provide opportunities to practice with supports

Provide ongoing, relevant feedback Offer flexible opportunities for

demonstrating skill

Principle 2: To support strategic learning

Offer choices of content and tools

Offer adjustable levels of challenge

Offer choices of rewards

Offer choices of learning context

Principle 3: To support affective learning

Are you using components of UD in your programs?◦ Example of

physical/structural UD◦ Example of

programmatic UD

UD - Consciously or Unconsciously

Young Adult Transition Corps Young Adult Transition Corps is committed

to improving the quality of life for youth with disabilities who are transitioning from school to adult life through activities that promote community service, community access, and social skill development.

YATC Corps 10 members, 5 with disabilities & 5 without Including:

◦ Learning Disabilities◦ Physical Disabilities◦ Sensory Disabilities

Backgrounds:◦ Social Work◦ Occupational Therapy◦ English◦ Psychology◦ Art Education◦ Special Education◦ Speech and Hearing Science

Universal Design for Corps Design of YATC Office Meeting materials

◦ Available in print, electronically, and projected during meeting

Working in teams Flexible hours Choice of service activities

Service-Learning Preparation

◦ Choose a project, planning

Action◦ The project (including any small projects that need to be

done before the main project)

Reflection◦ Connect the project with learning objectives◦ Students connect to the contribution they have made

Celebration◦ Recognize everyone’s contribution◦ Party!!

Example of UD Service-Learning Project The project:

◦ Garden Party at local Senior Center

Skills gained:◦ Letter writing◦ Presentation◦ Time and Money Management◦ Teamwork and Social◦ Decision Making

Example of UD Service-Learning Project Preparation

◦ Identifying a need and choosing a project Garden Party for Senior Residence Home

◦ Breaking the project into tasks and creating a timeline

◦ Preparing a list of supplies needed and a budget

Example of UD Service-Learning Project Action

◦ Preparing materials for and practicing activities for the event (bird feeder, garden collage, and songs)

◦ Writing and delivering donation letters◦ The Garden Party

Example of UD Service-Learning Project Reflection

◦ Guided reflection worksheets/journal◦ Class discussion

Example of UD Service-Learning Project Celebration

◦ Corps members recognized contributions of each student

◦ Party!

Discussion: Common Barriers Transportation Transition

◦ Staff and corps members leaving the program need to pass on knowledge and skills

Resource Mapping◦ Service systems◦ Education system

Service Members◦ Volunteer Burnout◦ Tensions within the Corps

Activity Applying Universal Design – from learning to practice

Five Groups1. School administrators,

teachers, and other related staff

2. Individuals with physical disabilities

3. Individuals with sensory disabilities (vision and hearing)

4. Individuals with learning disabilities

5. Community Partnership Organizations receiving service

Activity

School would like to foster a UD service learning environment.

In order to design and effectively implement the program, it requires the collaborative efforts by school staff, members of the disability community and community partner organizations.

Process: Through a series of group discussion questions, participants will practice ways to analyze universal design issues, build consensus, and create goals and objectives.

Aspects of the Activity

Implement recycling program Working with city environmental agency Develop public awareness and

communication outreach materials Host service days for students in local

middle school

Aspects of the Service Program: A Cleaner and Greener Community

Each group has 12-15 minutes to answer and review the list of guiding questions

1. Program directors and staff – develop an UD service-learning program

2. Individuals with physical disabilities – generate desired UD features

3. Individuals with sensory disabilities (vision and hearing) - generate desired UD features

4. Individuals with learning disabilities - generate desired UD features

5. Community Partnership Organizations – support UD service-learning program

Handout

Building Consensus and Becoming UD SpecialistsDiscussion

1. Share your group input2. Comment on UD from

each group3. How do we merge

everyone’s interest?

CAST◦ http://www.cast.org/

UCEDD◦ http://www.aucd.org/template/page.cfm?id=24

RERC◦ http://www.ed.gov/rschstat/research/pubs/res-pro

gram.html#RERC National Service-Learning Clearinghouse

◦ http://www.servicelearning.org/ NSIP

◦ http://www.serviceandinclusion.org/

Resources

Questions and Comments

Karla KmetzProject SpecialistAUCDkkmetz@aucd.org

Sue Lin Project DirectorAUCDslin@aucd.org

Contact: