Universal Design in the Classroom and Universal Design in the Classroom and Workplace Benefits Us Workplace Benefits Us

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Marc Duyck MSEd.Marc Duyck MSEd.OHSU Center for Diversity OHSU Center for Diversity

Multicultural AffairsMulticultural AffairsStudent Access Student Access

March 1, 2010March 1, 2010

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace

Historical view of individuals with Historical view of individuals with disabilities: Charity Model than Medical disabilities: Charity Model than Medical

ModelModel

Principles of Universal Principles of Universal Design for Instruction Design for Instruction

and the Workplaceand the Workplace MedicalMedical Model: the unfortunate victim Model: the unfortunate victim

Stroke victimStroke victim Spinal cord patientSpinal cord patient TMRTMR

Client is seen as faulty and in need of fixing or Client is seen as faulty and in need of fixing or curing. curing.

Accommodations are seen “special rights” as Accommodations are seen “special rights” as unfair and giving an unfair advantage.unfair and giving an unfair advantage.

Accommodations are a nuisance and “should” Accommodations are a nuisance and “should” only be provided to individuals who are “truly” only be provided to individuals who are “truly” disabled – visible disabilities disabled – visible disabilities only.only.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Who is this?

“I couldn't read. I just scraped by. My solution back then was to read comic books because I could figure them out from the context of the pictures.”

Charles Schwabfounder of one of the

worlds largest investment firms

Principles of Universal Principles of Universal Design for Instruction Design for Instruction

and the Workplaceand the Workplace Nagi “Social Model of Disability” Nagi “Social Model of Disability”

19651965 Saad Nagi- Sociologist from Saad Nagi- Sociologist from

OSU/worked for SSA (Social Security OSU/worked for SSA (Social Security Administration).Administration). Established a definition of disability for Established a definition of disability for

those seeking SSD (social security disability those seeking SSD (social security disability income).income).

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

WorkplaceWorkplace According to Nagi According to Nagi DisabilityDisability is the is the expression expression of a physical or a mental limitation in a socialof a physical or a mental limitation in a social

context. context. Nagi recognized the importance of the Nagi recognized the importance of the

environment and that family, society and environment and that family, society and community factors could all influence community factors could all influence disability. disability.

Based on this assumption, the Based on this assumption, the consequences of disease and injury for an consequences of disease and injury for an individual should be described at both the individual should be described at both the level of the person and at the level of level of the person and at the level of society (Activities of Daily Living).society (Activities of Daily Living).

Principles of Universal Principles of Universal Design for Instruction Design for Instruction

and the Workplaceand the Workplace Nagi/Social ModelNagi/Social Model

Activities of daily living includingActivities of daily living including

behaviorsbehaviors such as basic personal care.such as basic personal care. Instrumental activitiesInstrumental activities of daily living of daily living

(IADL)—including(IADL)—including activities such as activities such as preparingpreparing meals, doing housework, meals, doing housework, managingmanaging finances, using the finances, using the telephone,telephone, shopping.shopping.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe WorkplaceNagi/Social model cont.Nagi/Social model cont.

SocialSocial activities—including attending activities—including attending synagogue, church orsynagogue, church or groupgroup

activities, socializing with friends activities, socializing with friends and relatives.and relatives.

LeisureLeisure activities—including sports activities—including sports and physical recreation, PE.and physical recreation, PE.

Nagi’s model for individuals with Nagi’s model for individuals with disabilities was the first model to disabilities was the first model to

capture the reality that individuals capture the reality that individuals with disabilities want to work and with disabilities want to work and

also attend schools as a also attend schools as a Life activity and as Life activity and as Social Social

Beings.Beings.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Significant historical events after the

Nagi model Rehabilitation Act of 1973

Separate but not equal 1990 Americans with Disabilities Act

(amended 2008) Mainstreaming Integrated classrooms First wave of students who from K-12 received

accommodations through IEP (Individualized education plans).

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace The Centre for Universal Design (UD) North Carolina State

University (NCSU) Founded by Ron Mace in 1989

Promoted a“barrier free environment” thatis friendly to ALL.

Concept of UD from Mr. Mace. International Classification of

Disability (ICF) complements UDvery well.

First International Conference on UD 1998. Centre at NCSU continues his work.

ICF ModelICF ModelWho is Disabled?Who is Disabled?Universal Universal NOTNOT a a minority problem.minority problem.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Equitable Use : The design does not Equitable Use : The design does not

disadvantage or stigmatize any group disadvantage or stigmatize any group of users.of users. Curricular: take home tests, copies of lecture notes Curricular: take home tests, copies of lecture notes

on a web-site.on a web-site. Physical/Workplace: A “universal” work Physical/Workplace: A “universal” work

station in a medical office with a desk station in a medical office with a desk that raises and lowers to accommodate that raises and lowers to accommodate those who wish to stand versus sit/vice those who wish to stand versus sit/vice versa.versa.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Flexibility in Use: The design Flexibility in Use: The design

accommodates a wide range of individual accommodates a wide range of individual preferences and abilities.preferences and abilities. Curricular: Give options for preparing a project Curricular: Give options for preparing a project

individually or working in a group (helpful for individually or working in a group (helpful for students with anxiety or Asperger's spectrum.students with anxiety or Asperger's spectrum.

Physical/Workplace: Meeting or conference Physical/Workplace: Meeting or conference room that is large enough to hold a meeting for room that is large enough to hold a meeting for the staff. Accommodate different dimensions the staff. Accommodate different dimensions of people and uniqueness of people: people of people and uniqueness of people: people using crutches or power mobility.using crutches or power mobility.

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

Workplace Workplace Simple and Intuitive Use: The design is easy to Simple and Intuitive Use: The design is easy to

understand regardless of the user’s understand regardless of the user’s experience, knowledge, language skills or experience, knowledge, language skills or concentration level.concentration level. Curricular: Simple course syllabus that uses clear Curricular: Simple course syllabus that uses clear

layout and font and minimizes slang and is less than layout and font and minimizes slang and is less than 5 pages long (seriously).5 pages long (seriously).

Physical/Workplace: Sign and or directions to Physical/Workplace: Sign and or directions to research labs that any client, family member, research labs that any client, family member, presenter or student can easily find. Clear bold font presenter or student can easily find. Clear bold font for signs (black on white).for signs (black on white).

A Jackson Hall without the maze/Exit signs that truly are A Jackson Hall without the maze/Exit signs that truly are Exits.Exits.

Perceptible Information: The design Perceptible Information: The design communicates necessary information communicates necessary information effectively, regardless of users sensory abilities.effectively, regardless of users sensory abilities. Curricular: Class presentations that reinforce the Curricular: Class presentations that reinforce the

lecture with Power Point slides to deliver information lecture with Power Point slides to deliver information with two modalities. VRS (text over speaker).with two modalities. VRS (text over speaker).

Physical/Workplace: Sound systems and rooms in Physical/Workplace: Sound systems and rooms in which the clinician has audible sound (30 DB) when which the clinician has audible sound (30 DB) when speaking to client/s, educating clients) and speaking to client/s, educating clients) and colleagues. 13 million.colleagues. 13 million.

Physical: Signage that is visible from a distance: Physical: Signage that is visible from a distance:

504504

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace

Tolerance for Error: The design Tolerance for Error: The design minimizes hazards and the adverse minimizes hazards and the adverse consequences of accidental or consequences of accidental or unintended actions.unintended actions. Curricular: The opportunity to turn in a draft Curricular: The opportunity to turn in a draft

for feedback prior to completing the final for feedback prior to completing the final draft.draft.

Physical/Workplace: Use of texting to let Physical/Workplace: Use of texting to let supervisor know that you are stuck on I-5: supervisor know that you are stuck on I-5: easy and pretty intuitive (don’t text while easy and pretty intuitive (don’t text while you are on I-5). you are on I-5).

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace

Low Physical Effort: The design can be Low Physical Effort: The design can be used efficiently and comfortably and with used efficiently and comfortably and with a minimum of fatigue/good body/spine a minimum of fatigue/good body/spine alignment.alignment. Curricular: Course materials in a smaller Curricular: Course materials in a smaller

purchasable binder versus having to buy 4 purchasable binder versus having to buy 4 textbooks per class.textbooks per class.

Physical/Workplace: Chairs with a “lumbar” Physical/Workplace: Chairs with a “lumbar” insert to support natural curve of LB: insert to support natural curve of LB: benefits 90% of population: decrease in benefits 90% of population: decrease in workplace injuries: cost $10.workplace injuries: cost $10.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Who is this?

Growing up she remembers being called “dumb” because she had great difficulty learning. None of her teachers could

figure it out. It wasn’t until she was an adult that she was

diagnosed as dyslexic.

Whoopi Goldbergentertainer

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Size and Space for Approach and Use: Size and Space for Approach and Use:

The deign provides appropriate size and The deign provides appropriate size and space for approach, reach, manipulation space for approach, reach, manipulation and use regardless of a user’s body size, and use regardless of a user’s body size, posture or mobility.posture or mobility. Curricular: An adjustable height lectern. A Curricular: An adjustable height lectern. A

desk that all sizes can comfortably sit at.desk that all sizes can comfortably sit at. Physical/Workplace: A client room treatment Physical/Workplace: A client room treatment

table that can accommodate a person over table that can accommodate a person over 5’10” and over 150#. A desk that is wide: a 5’10” and over 150#. A desk that is wide: a more productive worker!more productive worker!

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

WorkplaceWorkplace A community of learnersA community of learners: : The instructional The instructional

and or workplace environment promotes and or workplace environment promotes interaction and communication among interaction and communication among students and between students.students and between students. Curricular: Position desks and chairs in a circle so Curricular: Position desks and chairs in a circle so

all students can see one another. This allows the all students can see one another. This allows the hearing impaired student to be more engaged and hearing impaired student to be more engaged and able to hear what is being said.able to hear what is being said.

Physical/Workplace: Create a reception Physical/Workplace: Create a reception desk/clerical area that is open from all sides, no desk/clerical area that is open from all sides, no windows and accessible so all clients can approach windows and accessible so all clients can approach from left, right or in front with ease.from left, right or in front with ease.

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

WorkplaceWorkplace Instructional/Workplace climate: Instructional/Workplace climate:

Instruction is designed to be welcoming Instruction is designed to be welcoming and inclusive.and inclusive. Curricular: High expectations are espoused Curricular: High expectations are espoused

for all students in the syllabus. Rewards are for all students in the syllabus. Rewards are given for effort in the form of grades. given for effort in the form of grades. Instructor grades fairly and consistently.Instructor grades fairly and consistently.

Physical/Workplace: Don’t say: I am sorry, I Physical/Workplace: Don’t say: I am sorry, I can’t help you. Say instead: how can I help can’t help you. Say instead: how can I help you learn this better? Ask for feedback: you learn this better? Ask for feedback: don’t be afraid.don’t be afraid.

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Who is disabled?

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace Who is this?

Facts of Life sitcom: Controversy 1980 Jeri Jewell: early role model of

integration.

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

WorkplaceWorkplace Film

My Left Foot Forrest Gump The Diving Bell and the Butterfly “Le

Scaphandre et le Papillion” Emmanuel’s Gift “Don’t say oh my

God!” or “Thank God I am not like him.” Instead say, “My God, I wish I was more like him.”

Principles of Universal Design Principles of Universal Design for Instruction and the for Instruction and the

WorkplaceWorkplace What did you learn today?

ReferencesReferences AHEAD (2010) Resource Articles on Universal Design. Retrieved AHEAD (2010) Resource Articles on Universal Design. Retrieved

February February 8, 2010: Available at 8, 2010: Available at http://www.ahead.org/resources/universal-

design/resources.. Brodwin, M., Siu, F., Howard, J. & Brodwin, E. (Eds.). (2009). Brodwin, M., Siu, F., Howard, J. & Brodwin, E. (Eds.). (2009).

Medical, Medical, psychosocial and vocational aspects of disability psychosocial and vocational aspects of disability 3rd Edition.3rd Edition. Athens, GA.Athens, GA.

ICF Model: Towards a common language for functioning, ICF Model: Towards a common language for functioning, disability and disability and health ICF: health ICF: Retrieved February 8, 2010 Retrieved February 8, 2010 from: from: http://www.who.int/classifications/icf/training/icfbeginne

rsguide.pdf.rsguide.pdf. Jette, A. (2006) Towards a common language for disability, Jette, A. (2006) Towards a common language for disability,

function and function and health. health. Physical Therapy Physical Therapy 86, (5): 726-734.86, (5): 726-734. Levinson Medical Center for Learning Disabilities (2009)Levinson Medical Center for Learning Disabilities (2009)

Dyslexic? You are Dyslexic? You are not alone: not alone: Famous people with dyslexiaFamous people with dyslexia. . Retrieved February 10, 2010 Retrieved February 10, 2010 available at: available at: http://www.dyslexiaonline.com/famous/famous.htm..

ReferencesReferences O’Sullivan, S. (2001). Clinical decision making.O’Sullivan, S. (2001). Clinical decision making. In O’Sullivan, S. In O’Sullivan, S.

& Schmitz, & Schmitz, T. T. (Eds). Physical rehabilitation assessment and (Eds). Physical rehabilitation assessment and treatment. (4treatment. (4thth ed), (pp ed), (pp 1-18). Philadelphia: F.A. Davis.1-18). Philadelphia: F.A. Davis.

Rocco, T., (2006). Disability as an issue ofRocco, T., (2006). Disability as an issue of

marginalizationmarginalization. . Merriam, S, Courtenay, S & Cervero, R. Merriam, S, Courtenay, S & Cervero, R. Global Issues and Adult EducationGlobal Issues and Adult Education. (pp. 169-181).. (pp. 169-181). San San Francisco: Jossey-Bass.Francisco: Jossey-Bass.

Spinal cord Injury history. (2010) Treatment and Rehabilitation. A short history of the treatment of spinal cord injury. http://www.medicinenet.com/spinal_cord_injury_ treatments_and_rehabilitation/article.htm

U.S. Equal Employment Opportunity Act (2009). Disability Discrimination:

Americans with Disabilities Act.Available at:

http://archive.eeoc.gov/ada/amendments_notice.html

Presentation available on-line @ ohsu.edu/student-access

Available in alternative format/larger font Marc Duyck duyckm@lcc.edu

Principles of Universal Principles of Universal Design for Instruction and Design for Instruction and

the Workplacethe Workplace