Researchers: Liesbeth Van Peperstraete & Ruth De Kesel Promoter: Hilde Van Puyenbroeck Plantijn EFEY congres 28 mei 2010 congre Universal design for instruction Promotion of accessible teaching strategies in higher education

Visie Ghent?

Visie University college Arteveldehogeschool Ghent?

Visie Social model of disabilities

SIHO (policy centre for inclusive higher education Flanders) asked (2009): 1) to create an inventory of suggestions for teachers to make education more accessible 2) to make these suggestions available for all parties involved Research questions?

qualitative study * literature review * structured interviews - teachers - experts in inclusion - ‘special needs coaches’ short-term research: 24 working days Research methods?

Theoretical framework: Universal Design in Architecture? Equitable use Flexibility in use Simple and intuitive use

Theoretical framework: Universal Design in Architecture? Perceptible information Tolerance for error Low physical effort. Appropriate size and space

Universal Design for Instruction Adopt practices that reflect high values with respect to both diversity and inclusiveness Class climate Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants Interaction Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations Physical environments and products Use multiple, accessible instructional methods that are accessible to all learners Delivery methods

Universal Design for Instruction Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students Information resources and technology Provide specific feedback on a regular basis Feedback Plan for accommodations for students whose needs are not met by the instructional design Accommodation Regularly assess students using multiple and accessible methods and tools Assessment

Translation in Dutch of the priciples of Universal Design for Instruction on an already existed website (with information of inclusion) Gathering advices for accessible teaching in higher education = study materials teaching methods evaluation methods Results?

Accessible study materials?  explanatory introduction (e.g., clearly formulated goals, clearly structured table of contents)  comprehensible structure of chapters and paragraphs (e.g., paragraphs between six and ten lines)  readable font (e.g., large enough : 10 or 12, sans serif)  clearly structured lay-out (e.g. enough spacing between lines)  study instructions (e.g., indicating most important topics)  complementary textual and audiovisual information  clear language (e.g., short sentences, explain jargon)  structured text (e.g. use of bold, same titles in same font)

Accessible study materials?

Accessible teaching methods  use a broad range of teaching methods to match with different learning styles: presentation, lectures, discussion, video, problem solving, …  stimulate cooperative learning: social cohesion facilitates learning  frame ‘learning’ in a meaningful context: link with practice

Accessible teaching methods A teacher lets students choose whether to attend classes or independently using a digital course at home  he meets the needs of students with different learning styles,  he meets the needs of students who combine study and work  he meets the needs of students with chronic fatigue  …

Accessible evaluation methods?  clearly define goals, methods and criteria  safeguard the study burden  make the evaluation concrete  give unambiguous instructions for assignments and exams  use different evaluation methods related to teaching methods  give process and product feedback

Accessible evaluation methods? A teacher describes his goals and evaluation criteria very clearly on paper.  he meets the needs of students with autism spectrum disorders  he meets the needs of hearing impaired students  he meets the needs of all students

Conclusions 1.Communicating this way of thinking ‘of accessibility and universal design’ to teachers is more important than specific suggestions: accessible education = good education 2.More good practices from different educational institutions are needed 3.Sensitizing and training teachers in the future is necessary. We made a checklist ‘accessible study material’ in our university college