Universal Instructional Design

How to Apply Principles of Universal Design to Your Teaching ClassroomDr. Estela Landeros DugourdDirector of Disability Services

Nan PeckAssoc Prof Communication Studies

1Overview for Todays WorkshopExpectationsHonoring Our DifferencesWhat is Universal Design for Instruction?Seven Principles of UIDHow can UID help us in our teaching?Practical ApplicationsEvaluationSurvey SaysHeres what you told us

On a scale of 0-10, how much do you already know about UDL/UDI?

1111222233333445555566688What do you hope to learn today?

Learning Style TheoriesFlemings VARK (Visual, Auditory, Reading/Writing, Kinesthetic)Kolb learning preferencesJungs MBTIGardners Multiple Intelligences

http://www.connectionsacademy.com/Libraries/blog/multiple-intelligences-learning-styles.jpgHoward Gardner, 1983

Classroom diversityAgeGenderEthnicitySocioeconomicCitizenshipEnglish fluencyMath fluencyTesting competencyWhat else?UD, UDL and UID PrinciplesUD

UDL

UID in Higher Education

Provide Multiple Means of RepresentationProvide Multiple Means of Action and expressionProvide Multiple Means of EngagementPerception

Physical actionRecruiting interestLanguage, expressions, and symbols

Expression and communicationSustaining effort and persistenceComprehension

Executive functionSelf-regulation

Rose, D ( 2011) CAST, Universal Design for Learning Guidelines version 2.0.Wakefield, MA ADA

UDL and UID

Assures accommodations for students with disabilities one at the time

Barrier-freeFewer individual accommodations neededThink, Pair, ShareReflection Paper: 2 minutes

What is the most interesting or important thing you have learned so far?

Any muddy points?

Talk with a neighbor (2 minutes)

Share highlights with the groupActivity 1EnACT Questionnaire

http://www.uoguelph.ca/tss/uid/uidprinciples.cfm

Principle 1Be accessible and fairIs it likely that my students will have difficulty accessing course materials or participating in any essential activities related to class?

Principle 2Be Straightforward and ConsistentAre there any major areas of confusion among course objectives and/or how the course is presented and goals evaluated?

Evaluating your SyllabusActivity 2

Examine Your Own SyllabusRead an element (row) of the UDL Syllabus RubricAnalyze your syllabus for that elementRepeat for each Rubric element (15 min total)Give yourself a rating and list any commentsWe will then put you into pairs for discussionWe will then debrief with voluntary sharingWe will then look at some outside examples

18Traditional Style

Engaging Syllabus

Activity 3Principle 3Provide flexibility in use, participation, presentation, and evaluationDoes this course offer enough choices in how it is presented so they can, to a reasonable extent, approach the course in a way that suits their needs and abilities?

Select One from Each CategoryBased upon Blooms TaxonomyRememberingUnderstandingApplyingAnalyzingEvaluatingCreatingFlash cardsClassifyBlogTED talk

Debrief performanceTeam videoIF-AT quizMatch GamePresentation

StoryCorps

Body VotingThis I BelieveJeopardyEssayMind MapField tripPosterWikiFamily FeudAnnotate

Journal

Case studyDebate

PodcastMore tools https://www.diigo.com/abouthttps://www.diigo.com/user/estelald

Symbaloo

LiveBinders

TextbooksMore demand for electronic formatMore demand for accessible textMore open source texts being developedMore content in electronic format

Is technology necessary to implement a universally designed environment?

Rewriting text books digitally

Activity 4The Spy QuizPrinciple 4Be explicitly Presented and Readily PerceivedAre there any barriers to students receiving or understanding the information and resources needed to succeed in this course?

I have a graphic, now what?First, figure out the purpose of the graphicWhat does the graphic convey?How much is the purpose of the graphic informational? How much decoration?

Exercise 1In a book about exercise, this photo appears at the beginning of a chapter on nutrition

Exercise 2Proper positioning of the cuff, stethoscope and arm are important to accurate blood pressure readings. The arn should be relaxed and straight, resting on a flat surface. The cuff should be positioned just above the elbow. The stethoscope should be positioned over the brachial artery at the bend of the elbow. See example for proper technique.

Math exampleThe graph of a Gaussian function is a characteristic symmetric bell curve shape that quickly falls off towards plus/minus infinity

Tactiles neededSTEM subjectsCharts and graphsMolecular structuresCircuits and vectorsDiagrams of systemsFlowcharts

http://mediamill.cla.umn.edu/mediamill/display/70826

Hidden DisabilitiesADHD/ADDLearning DisabilitiesDevelopmental Reading DisordersDevelopmental DelaysDyslexiaAutism Spectrum DisordersTraumatic Brain Injury/Closed Head InjuryMedical ConcernsPsychological or Psychiatric Disorders

AnxietyAbnormal behaviorDisorganizationHyperactivityForgetfulnessDistractednessInattentionChronic Stress

35

Source: Tutoring DuluthDysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia might have trouble organizing letters, numbers and words on a line or page.

What are some of the most effective accommodations, methods and strategies to help students with dysgraphia?It depends upon the nature of the problem being addressed. For young children, helping them stay within the lines and write legibly is often the target of intervention. With older students, the focus is often less on the mechanics of writing and more on the extent to which they can communicate their ideas, take and organize notes, and perform information gathering and shaping tasks with speed and efficiency.

ATSpeech to text programs (dictation)Text to speech products Read & Write GoldLive Scribe Pen

Is technology necessary to implement a universally designed environment?

Note TakingCarbonless paperDigitally tape recorder and transfer notes electronicallyDigital note taking writing tabletNote taking appsUse of MS Word commentsActivity 5 DyslexiaSource: WebAIM Dyslexia SimulationYou have 40 seconds to read the following:

Moud a text-ouly sight bee ideale for soweoue mith a reabing bisorber? Harblee. Iwages are uot dab for accessabilledea. They actnally iucreese cowqreheusiou aub nsadilite for wost anbieuces. Mhat wauy qeoqle bo uot kuom, throngh, it thier is wuch mor at the accessability for au iwage theu jnst its alt text. Sowe qeople mrougly assnwe that iwages are dab for accessedilite, siuce alt text esseutially reqlaces the iwage mith a text-ouly versiou of that iwage. Bye Panl Bohwau

38Now answer these questionsSource: WebAIM Dyslexia Simulation

1)Why are images good for web accessibility?

2)Who would be negatively impacted by a text-only site?

Joan / Estela39The Unmodified ParagraphSource: WebAIM Dyslexia Simulation

Would a text-only site be ideal for someone with a reading disorder? Hardly. Images are not bad for accessibility. They actually increase comprehension and usability for most audiences.What many people do not know, though, is there is much more to the accessibility of an image than just its alt text. Some people wrongly assume that images are bad for accessibility, since alt text essentially replaces the image with a text-only version of that image.By Paul Bohman

Joan / Estela40

Is technology necessary to implement a universally designed environment?

Digital booksText to speech software programsVoice over on iPad or other tabletsZoom TextJaws

Principle 5Provide a supportive learning environmentWill students feel respected as individuals, welcome to express their thoughts and able to explore new ideas?

Laurentius de Voltolinahttp://www.wikipedia.or.ke/index.php/File:Laurentius_de_Voltolina_001.jpg43

Laurentius de Voltolina2nd half of 14th CenturySchool of Bologna

http://science.nd.edu/assets/81339/big_classroom_screens.jpgNot much has changedhttp://www.wikipedia.or.ke/index.php/File:Laurentius_de_Voltolina_001.jpgThis illustration from a fourteenth-century manuscript shows Henry of Germany delivering a lecture to university students in Bologna. Artist: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett SMPK, Berlin/Staatliche Museen Preussiischer Kulturbesitz, Min. 1233 44Things you can do immediately

DesignDeliveryMaterialsEnvironmentSource: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspxPrinciple 6Minimize unnecessary physical efforts or requirementsAre there any physical challenges in this course that can be removed?

Principle 7Ensure a learning space that accommodates both students and instructional methodsIs it likely that students will find any of the materials, activities, or evaluation tools in this course to be inappropriate or unsuitable?

21st Century Communications and Video Accessibility Act (CVAA)Passed by Congress during 1980s and 1990s to - Update nations telecommunications protections for people with disabilities.Ensure telephone/television services accessible to all Americans with disabilities.Enable people with disabilities to access broadband, digital, and mobile innovations.

48Key Requirements - Title II of CVAAClosed captioning of video programming on TV and the Internet.Expanded requirements for video programming equipment displaying closed captions.User controls for TV/other video programming devices to be accessible (e.g., button, key, icon) to easily activate closed captioning and video description.On-screen text menus/program guides displayed on TV by set-top boxes be accessible to people who are blind or visually impaired.Set-top boxes with button, key, icon, or comparable mechanism to allow easy activation of closed captioning (when built-in to the set-top box) and video description.

49CVAA (continued)Title I of CVAA addresses communications access to products/services using Broadband fully accessible to people with disabilities.Example: SmartphonesTitle II of CVAA addresses accessibility of video programming on television/Internet to people with disabilities.Example: Television closed-captioning

50Captioningwww.lynda.comEvaluationDrawing Conclusions on UIDRead an Article and reflect What have you learned today?

How will you use this information in your (online) classroom?

References & ResourcesRose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCDMeyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CASTUniversal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada: http://www.uoguelph.ca/tss/projects/uid/UG16-implementation%20guide.pdfUID Quick Start Check List : http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspxPreliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and Technology: http://ctfd.sfsu.edu/sites/sites7.sfsu.edu.ctfd/files/Preliminary-Assessment-of-Faculty-Implementation-of-UDL.pdf

References & Resources, cont.Related to tactile materials:http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.htmlhttp://diagramcenter.org/webinars.htmlTactile Ready made graphics:American printing House for the Blind: www.aph.orgNational Braille Press: www.nbp.orgDiagram Center http://diagramcenter.orgTalking Graphics:Talking tactile tablet: http://www.touchgraphics.comGuidelines for making tactile graphics:Bana Tactile Graphics Guidelines: http://brailleauthority.org/tg/index.htmlTactile Graphics website: http://www.tactilegraphics.org

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