© 2007 rehabilitation research design & disability (r 2 d 2 ) center, uw-milwaukee, universal...

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D RehabilitationResearchDesign& Disability

University of Wisconsin–Milwaukee

© 2007 Rehabilitation Research Design & Disability (R2D2) Center, UW-Milwaukee, www.r2d2.uwm.edu

Universal Design in Higher Education

Begin PresentationBegin Presentation

Go to Accessibility Instructions

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ACCESS-ed =Accessible

Campus Climate Environment Support System for Education

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Overview of Presentation1. Our current campus system of individual

ACCOMMODATIONS.

2. UNIVERSAL DESIGN in EDUCATION (UDE) – What is it and why?

3. How you are already using the concepts of universal design in education and how to build.

4. Role of the Departmental Accessibility Resource Coordinator (DARC)

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The A3 Model

AdvocacyAccommodationAccessibility

Conceptual model for how organizations address the needs of people with disabilities

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A3 Model

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Advocacy in the A3 Model This person is

waving, yelling, and knocking to draw attention to herself, to let others know that she needs assistance to get into the building.

Knocking of the door in the background

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Accommodation in the A3 Model We anticipate

a need. Here, a person waits by the door to assist people who need help.

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Accessibility in the A3 Model This automatic

doorway opens when rolled or walked upon, making the doorway accessible to everyone.

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In What Stage?

Drumroll when the bar moves to the right

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“Universal design is the process of creating products(devices, environments, systems, and processes)….. which are usable by people with the widest possible

range of abilities….. operating within the widest possible range of

situations (environments, conditions, and circumstances).”

(Vanderheiden, 1996)

Introduction to Universal Design

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Universal Design: A Concrete Example

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The concept of UD in education applies to: Facilities Academic applications

Classroom instruction Distance learning courses Laboratory and fieldwork

Websites

Expanding Upon the Idea

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“It is a dreadful irony that students with disabilities have better access to school buildings than they do to the curricula within them.”

(Dolan & Hall, 2001)

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“Universal design principles can be applied to the overall design of instruction as well as to specific instructional materials, facilities, and strategies such as lectures, classroom discussions, group work, Web-based instruction, labs, field work, and demonstrations.

(From Universal Design of Instruction: Definition,

Principles, and Examples by Sheryl Burgstahler, Ph.D.)

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Employing universal design principles in education does not eliminate the need for individual accommodations for students with disabilities.

(yet)

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For example,

You may need to provide a sign language interpreter for a

student who is deaf. (Accommodation)

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However . . . . . . Not all students with hearing impairments use sign language. Live captioning also provides access to deaf studentsAnd also may be

A BENEFIT TO WHO ELSE?

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English as a Second Language

Hidden Disabilities

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Design for Disability is Better Design for Everyone

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Hidden Disabilities

What are the issues? Statistics in colleges everywhere are commonly

reflecting that the majority of students with disabilities are students with learning disabilities

Disclosure issues

Never been diagnosed formally

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Hidden DisabilitiesWhat are they?

Learning disabilities, such as dyslexia

ADHD

Mental health impairments, such as depression or anxiety disorders

Chronic illnesses, such as cancer, HIV, diabetes

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Learning Styles

All of us have some obstacle to our learning and natural

preferences with our own learning style.

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Basic Styles of Learning

Auditory

Visual

Kinesthetic-tactile

Chimes in the background when the word auditory comes up and a typewriter sound in the background when the word

kinesthetic-tactile comes up

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All students have unique learning styles ESL students, international students, non-traditional students, students with older computer technologies, students with disabilities, students with a learning style that differs from the

instructor, all students

UD and Learning Styles Theory

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Assures full access to the content for most students minimizes the need for special

accommodations

For example, designing Web resources in accessible formats as they are developed means that no redevelopment is necessary if blind students enroll in the class or if students are primarily auditory learners.

Planning ahead saves time in the Detailed run.

Applying Universal Design Concepts In Course Planning

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What are you already doing

that might be an exemplar

model for universal design?

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1. Open Class Climate

Adopt practices that reflect high values with respect to both diversity and inclusiveness

For example:

Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.

Based on

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2. Optimize Physical Access, Usability, and Safety

Assure that activities, materials, and equipment are physically accessible to and usable by all students

and that all potential student characteristics are addressed in safety considerations

For example: • Develop safety procedures for all students, including

those who are blind, deaf, or wheelchair users • Label safety equipment simply, in large print, and in a

location viewable from a variety of angles • Repeat printed directions orally

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3. Diversify Delivery Methods

Use multiple accessible instructional methods

For example: Deliver content in a variety of ways - consider • lectures, • collaborative learning options, • hands-on activities, • Internet-based communications,• educational software, • field work, etc.

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4. Use a Variety of Information Resources

Assure that course materials, notes, and other information resources are flexible and accessible

to all students

For example: Choose printed materials and prepare a syllabus early.This allows students the option of beginning to read materials and work

on assignments before the class begins - or -

adequate time to arrange for alternate formats, such as books on

tape.

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5. Encourage Interaction

Encourage effective interactions between students and

between students and the instructor. Assure that communication methods are accessible

to all participants.

For example: Assign group work where learners must support each other and where the group process places a high value on different skills and roles.

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6. Increase the Frequency and Quality of Feedback

Provide specific feedback on a regular basis

For example:

Allow students to turn in parts of large projects for feedback before the final project is due.

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7. Diversify Assessment Tools

Regularly assess student progress using multiple, accessible methods and tools and

adjust instruction accordingly

For example:Assess group/cooperative performance as well as individual

achievement.

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8. Incorporate Accommodations as Needed

Plan for accommodations for students for whom the instructional design does not meet their

needsFor example: Know how and where to get materials in alternate formats, and arrange

for other accommodations for students with disabilities, as requested.

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What’s wrong with this picture?

In this example, cages protect computers in a public location

However, information displayed was difficult to read

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Roles and Responsibilities of the DARC (Departmental Accessibility Resource

Coordinators)

Find nearby exemplars and recognize “achievers”.

Be a departmental resource - provide basic information to staff regarding universal design concepts and resources for inclusive education/instruction. Web, printed materials, etc.

Participate in periodic in-services.

Take an active role in departmental meetings, activities, and services to disseminate newly acquired information

Advocate for accessibility to and within your department for individuals with disabilities.

Be a role model, willing to encourage others to think about accessibility, universal design, and an inclusive campus climate.

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Roles and Responsibilities of the DARC (Departmental Accessibility Resource

Coordinators)

Please Provide us with on-going Feedback

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12 Tips for Instructional Accommodation &

Accessibility

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Top 12 Tips for Universal Design in the Classroom

1. Provide crisp, high contrast printed handouts.2. Encourage optimum classroom physical environment (lighting,

noise, pathways, etc.).3. Face the class when speaking.4. Invite students to discuss any access issues with a statement on

your syllabus and in the first class.5. Verbally describe images on all slides and overheads.6. Use a microphone when speaking.7. Repeat student questions and comments out loud.8. Provide electronic handouts ahead of time.9. Request electronic versions of textbooks when ordering.10. Provide text descriptions for all graphical items in instructional

materials. 11. Consult the ACCESS-ed Website.12. Consult your DARC (Department Accessibility Resource

Coordinator).

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What can you do to share

what you have learned today with others in your department?

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Summary

What have you learned today?

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Review of Presentation

1. Our current campus system of individual ACCOMMODATIONS.

2. UDE – What is it and why?

3. How you are already using the concepts of UDE and how to build.

4. Role of the Departmental Accessibility Resource Coordinator (DARC)

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The Beginning

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THANK YOU!

Last Updated 3/20/2007klr

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Presenter Options, Including Universal Access Features

The “speaker notes” function in PowerPoint is used as a universal access feature. The speaker notes contain text descriptions of the

graphics, because it was not feasible to do this with PowerPoint’s ALT text function to provide access for people with disabilities, including vision and cognitive impairments.

The notes can also be used to prepare a presenter for delivering the slides.

Where graphics repeat, the descriptions for graphics only describe what has changed from the previous slide.

Unfortunately, current versions of the free PowerPoint Viewer do not support “speaker notes.”

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Presenter Options – Viewing Speaker Notes

Using the “Slide Show” view In Windows, right click on the slide in use or use the

context key to bring up the menu, and then select “speaker notes”

On a Mac, using Ctrl + Click on the slide and select “speakers notes” from the menu.

The notes can also be seen as a part of the “Normal” view or directly by using the “Notes Page” view.

When in “Normal” view, F6 can be used to switch between the slide, notes, and outline panes respectively.

Go back to the opening presentation slide

© 2007 rehabilitation research design & disability (r 2 d 2 ) center, uw-milwaukee, universal...

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