Universal Design: Enhancing Excellence through Inclusion at Amherst

Slides:



Advertisements
Similar presentations
Universal Design—How Do Students with Learning Disabilities Pathways Conference, 2014 Sheryl Burgstahler, Ph.D. University of Washington Seattle.
Advertisements

This presentation and its materials are based upon work supported by the National Science Foundation under Cooperative Agreement Number HRD Any.
Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center
Students with Disabilities & Accessible Instructional Materials: Experiences from the Field Sheryl Burgstahler,Director, DO-IT Center & UW Accessible Technology.
Case Studies: Universal Design in Technology Education Sheryl Burgstahler & Terrill Thompson University of Washington Daniela Marghitu Auburn University.
Universal Design: It’s for EVERYONE A presentation by Ann Keefer, PhD Temple University Institute on Disabilities.
INACOL National Standards for Quality Online Teaching, Version 2.
Individuals with Disabilities in PhD Programs & the Professoriate Sheryl Burgstahler.
Student Centered Teaching Through Universal Instructional Design Part I.
Student Centered Teaching Through Universal Instructional Design Part III.
Student Centered Teaching Through Universal Instructional Design Part II.
Universally Designed Syllabi Kirsten Behling, MA Suffolk University.
Universal Design Of Instruction: Diverse Student Populations Maria Barile, Jillian Budd Adaptech Research Network, Dawson College - Montreal, Concordia.
Getting Universal – in Design, That Is: Helping Educators Engage Students with Disabilities Jim Stachowiak Noel Estrada Hernandez Tom Shaff September 25,
Ms. Lawhorn’s 6th Grade Language Arts Classroom #111 All Students Are Welcomed All Students will learn. New Arizona Middle School 15 Grove street Irvington,
Disability Services Training for staff and faculty about – disability law – requirements for eligibility determination – accommodation procedures.
UNIVERSAL DESIGN FOR LEARNING TIPS AND TOOLS FOR ASSISTING STUDENTS WITH DISABILITIES EXCEL IN HIGHER EDUCATION GINA OSWALD, WRIGHT STATE UNIVERSITY MICHAEL.
MarshAccess Making Environmental Programs & Field Experiences Accessible JJ Rusher.
AN MCTC COMMUNITY APPROACH ACCOMMODATING STUDENTS WITH DISABILITIES.
Universal Design of Student Services Applying Universal Design to Student Services Departments on Campus.
National UDL Task Force. UDL Task Force More than 30 national education and civil rights organizations Complete list:
21 st century Teaching and Learning District Educator Deborah Harris EDU620: Meeting Individual Student Needs With Technology Instructor: Adriane Wheat.
Universal Design For Learning Success for All Students Ronda J Layman NCDPI Educational Consultant.
Introduction to Supporting Science. What Does Science Involve? Identifying a question to investigate Forming hypotheses Collecting data Interpreting data.
Americans with Disabilities Act (ADA) 1990 What Teachers Should know about Title II – Public Educational Institutions. Presented by Janie Beverley.
SERVING ALL STUDENTS Texas Association of College and University Student Personnel Administrators October 5, Universal Design in Teaching and Its.
Researchers: Liesbeth Van Peperstraete & Ruth De Kesel Promoter: Hilde Van Puyenbroeck Plantijn EFEY congres 28 mei 2010 congre Universal design for instruction.
Universal Design for Learning/instruction David Esquibel, Accessibility Coordinator.
CONFERENCES & TRAINING EVENTS
Workplace Disability Etiquette
Online Quality Course Design vs. Quality Teaching:
Universal Design in Online Learning: From Principles to Practice
Americans with Disabilities Act (ADA) Training for Faculty
FYS Instructor Workshop August 2017
Promoting the Universal Design Paradigm on Campus – Everywhere!
What One School Learned from DOJ/OCR Rulings at Other Institutions
INCLUSIVE PRACTICES Co-Teaching Models
Hot Topics: Online Education
Pamela T. Dunning, Ph.D. Troy University
Procuring Accessible IT at the University of Washington: Background, Policy, Guidelines, Checklist, Resources Sheryl Burgstahler, Director Accessible Technology.
FYS Instructor Workshop August 2017
Americans with Disabilities Act (ADA) Training for Faculty
Integrating UD Into a Certificate Program in Online Learning
School: Indiana State University
Teaching Faculty Something, … but Not TOO Much
Creating Inclusive and Accessible Outreach Utilizing Universal Design
Washington Policy #188 What UW Staff Should Know
Strategies and Techniques
Question for lunch discussion
recommendations for new teachers
Gaining Ground with Universal Design for Learning
“We don’t have enough staff assigned to making IT accessible!”
Working Together WORKSHOP 4
Goucher College Drummond Woodsum
Inclusive Communication Hub
Technology And Learning Lynet Marie Wesley EDU 620: Meeting Individual Student Needs with Technology Dr. Adriane Wheat January 28, 2019.
UW Accessible IT Capacity Building Institute
Facilitator: Sheryl Burgstahler, Ph. D. Co-PI AccessComputing,
The Heart of Student Success
“We don’t have enough staff assigned to making IT accessible!”
Building a campus-wide universal design framework from the ground up
Sam Catherine Johnston, Senior TA Specialist National AEM Center
Universal Design for Instruction
Seven Principles of Good Teaching
Cynthia Curry, Director National AEM Center
Curriculum Coordinator: Janet Parcell Mitchell January 2016
Foundations of Inclusive Education
Quality Matters Regional Conference April 25 – 26, 2019 Dr. Ruth Best
Instructional Plan and Presentation Cindy Douglas Cur/516: Curriculum Theory and Instructional Design November 7, 2016 Professor Gary Weiss.
Presentation transcript:

Universal Design: Enhancing Excellence through Inclusion at Amherst Sheryl Burgstahler Ph.D. University of Washington Seattle

Reference book: Universal Design in Higher Education (UDHE): From Principles to Practice >40 authors/co-authors Peer reviewed Harvard Education Press Email doit@uw.edu to join the UDHE online community of practice

My Centers at UW: Access Technology Center DO-IT Center 1984– Funded by UW DO-IT Center USA, 1992– Supported with federal, state, corporate, private funds DO-IT Japan, 2007–, Malaysia, 2011–, Singapore, 2017– Center on UD in Education, 1999– Disabilities Opportunities Internetworking Technology

helps students develop self-determination skills to succeed in education & careers helps institutions apply universal design to create inclusive instruction, services, physical spaces, technology, & employment

From your website “Amherst is one of the most diverse liberal arts colleges in the country. Our dedication to the centrality of inclusiveness helps us ensure that the college is a place to which all students feel they belong.”

An “inclusive” environment lets everyone in who meets requirements, with or without accommodations makes everyone feel welcome engages everyone

Topics Evolution of responses to diversity Accommodations & universal design (UD) approaches to making all educational products & environments welcoming & accessible Universal Design for Learning Examples Small group discussion Resources

Student characteristics:

Consider ability on a continuum see hear walk read print write with pen or pencil communicate verbally tune out distraction learn manage physical/mental health

Most disabilities are “invisible” Note: Most disabilities are “invisible” Fewer than 1/3 of students with disabilities may be reporting them to the disability services office

Consider intersectionality: overlapping or intersecting social identities & related systems of oppression, domination, or discrimination Mix of privilege & penalties Import to accept variability, uncertainty -1989, Kimberlé Williams Crenshaw, wikipedia Lots of overlaps & intersections

One-minute history lesson—Evolution of responses to human differences: Eliminate, exclude Segregate Cure Rehabilitate Accommodate Social justice: Inclusion & universal design

Typical approach to providing access— accommodation: Adjusts a product or environment to provide access to a specific person (extra time, quiet testing area, alternative formats, sign language interpreters, …).

But sometimes it is the design of the product or environment that should be reconsidered…

“Coffeepot for Masochists”, Catalog of Unfindable Objects by Jacques Carelman; in Donald Norman’s The Psychology of Everyday Things, 1988

Universal design = “the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” The Center for Universal Design www.design.ncsu.edu/cud

“When you plant lettuce, if it does not grow well, you don't blame the lettuce. You look for reasons it is not doing well. It may need fertilizer, or more water, or less sun...” -Thích Nhất Hạnh, Vietnamese Buddhist Monk

How could you universally design a nametag?

Proactive approaches to access: Universal design Inclusive design Design for all Barrier-free design Accessible design Usable design Others???

Apply UD to create inclusive: physical spaces services learning activities technology

welcoming, accessible & usable for everyone! UD goal: Make courses, services, IT & physical spaces welcoming, accessible & usable for everyone!

Assignment On your post-its write: YELLOW: Things you will do to make your course/service/resource more inclusive PINK: Things the institution should do to be more inclusive It is important that everyone contribute to the effort!

UD provides inclusive access

Apply UD to student services: Planning, policies, & evaluation Physical environments/products Information resources/technology Staff training Events

Beneficiaries of captions on videos…People who: are unable to hear the audio are English learners are in a noisy or noiseless location have slow Internet connections want to know the spelling of words need to find content quickly

Technology: Approaches to the provision of assistive features As assistive technology designed for people with disabilities As a UD feature for the purpose of ensuring access to everyone

UD of technology builds in accessibility features ensures compatibility with assistive technology

Universal Design for Learning (UDL) —a framework optimize learning for all people based on scientific insights into how humans learn. Provide multiple ways of:

DO-IT: Provide students with multiple ways to gain knowledge, demonstrate knowledge, & engage …to proactively address diversity with respect to culture, English proficiency, learning styles, preferences; abilities, …

Apply UD to: the overall design of instruction (plan for multiple ways to gain knowledge, demonstrate knowledge, & engage) the way you deliver content (specific teaching techniques) the way you engage students in the learning the way you assess student knowledge Your choice of course content (e.g., include UD content)

The UD of instruction checklist www. uw The UD of instruction checklist www.uw.edu/doit/equal-access-universal-design-instruction operationalizes UD principles. was validated at more than 20 postsecondary institutions nationwide also see 20 Tips for Teaching an Accessible Online Course

Examples of UD practices: Arrange seating for clear lines of sight. Make expectations clear. Avoid stigmatizing a student by drawing undue attention to a difference. Use large, bold, sans serif fonts with high contrast on uncluttered overhead displays & speak aloud all content. 34

Examples of UD practices: Repeat questions students ask. Face the class; speak clearly; make eye contact. Use multiple methods to deliver instruction; provide multiple ways to gain & demonstrate knowledge, using multiple senses. Avoid unnecessary jargon; define terms. Summarize major points. Provide multiple, diverse examples.

Examples of UD practices: Provide scaffolding tools (e.g., outline). Provide corrective opportunities. Minimize time constraints when appropriate. Test in same manner in which you teach. Provide materials in accessible electronic formats. Know how to arrange for accommodations. Consider providing TWO syllabus statements.

Syllabus wording example I strive to make this course welcoming & accessible to all students. If you would like to discuss your learning needs with me, please schedule a meeting. I look forward to working with you to support your academic success. Anyone who feels they may need an accommodation based on the impact of a disability should contact me to make accommodation arrangements. I rely on Accessibility Services for assistance in verifying the need for accommodations & developing accommodation strategies. If you have not previously contacted Accessibility Services, I encourage you to do so; email - accessibility@amherst.edu or 413-542-2337.

is friendly/welcoming is structured under subheads A universally designed syllabus: is friendly/welcoming is structured under subheads Is logically organized is in an accessible format includes instructor information Includes course description, learning objectives

includes target audience, technical level, expectations A universally designed syllabus: includes target audience, technical level, expectations shares assignments & grading includes required reading includes statements regarding accessibility & disability-related accommodations

makes expectations clear. Use rubrics makes expectations clear. divides assignments into component parts & describes characteristics of each component, at varying levels of mastery. helps ensure that instructor grading standards are consistent & do not change over time. should be linked to a learning objective. delineates consistent criteria for grading. www.cmu.edu/teaching/designteach/teach/rubrics.html

UD strategies to benefit everyone can be inspired by the needs of one student Example of UD strategy that benefits everyone: Cannot hear Caption all videos. Repeat questions students ask. Has visual impairment Use large, bold, sans serif fonts with high contrast on uncluttered overhead displays & speak aloud all content. Has Dyslexia or is blind Provide materials in accessible electronic format. Learns best visually, orally, or in some other specific way Deliver content in multiple ways

Think of a teaching problem/concern/irritation you have Exercise Think of a teaching problem/concern/irritation you have How might UDL help deal with the issue?

My example… My students who are English language learners are reluctant to participate in discussions in class & I don’t have enough time to everyone in discussions.  

To students: Every day on 3x5 card, write: On one side: Your name (attendance) Something you learned today On other side: One question you have or one action you will take with respect to topics covered today

How could you help? I heard from someone that she has Asperger’s & she appears to. She does well on tests/assignments, but fidgets, does not voluntarily talk to others, & does not make eye contact. I worry about whether she will be able to deliver an assigned presentation.

What could you do? A student, who has disclosed a disability, raises her hand to answer every question I ask, dominating discussions. Some students in the class are clearly irritated by this. A few are just relieved that they are not called on. How do I correct this situation?

What could you do? I expect that students should have good writing skills BEFORE they take my class, but each term a few of them do not. What could I do to help students who struggle with writing assignments without reducing course requirements?

What could you do? Most students are well prepared when it comes to taking notes in class, but each term there are a few who struggle with this. Should I just consider that THEIR problem to solve? Or, should I intervene in some way &, if so, how?

How could you do? I’m changing my class to all project/group-based learning. One student, because of a disability, cannot work well in groups. What can I do?

Each UD strategy: is applied proactively. makes instruction welcoming to all potential students. is accessible to & usable by students with a broad range of characteristics. is offered to all students in an integrated setting.

Apply UD to “Principles of Good Practice for Undergraduate Education” 1. encourages contacts between students & faculty. 2. develops reciprocity & cooperation among students. 3. uses active learning techniques. 4. gives prompt feedback. 5. allows reasonable time on task. communicates high expectations. respects diverse talents & ways of learning -Arthur Chickering, Stephen Ehrmann, 1987 51

Good teaching is good teaching

UD is an attitude, a framework, a goal, & a process—UD: values diversity, equity, & inclusion promotes best practices & does not lower standards is proactive & can be implemented incrementally benefits everyone & minimizes the need for accommodations

Making a campus/activities “Inclusive” requires efforts that are: Reactive & proactive Individual & institutional

Remember: Value perspectives of allies, too • NO ONE PERSON speaks for a whole community • Membership might not be obvious Value perspectives of allies, too Talk directly to the person with whom you are communicating Avoid excluding subgroups of a group Use accurate, nonjudgmental language “Confined” to a wheelchair “Suffers from” some condition

Quiz A faculty member along with 9 students met to discuss a potential change in curriculum. One student requested a sign language interpreter. When the invoice arrived…

Who is right about the cost of interpreters? Accountant: “Ouch. $80 for one person? That is expensive!” Administrator leader: “Oh, no, the cost was only $8 per person.” Capacity Building Awards Trailblazer Awards

UD is an attitude, a framework, a goal, & a process—UD: values diversity, equity, & inclusion promotes best practices & does not lower standards is proactive & can be implemented incrementally benefits everyone & minimizes the need for accommodations

Small group assignment Share (YELLOW): One thing you will do to make your course/service/resource more inclusive Discuss (PINK): Things the institution should do to be more inclusive It is important that everyone contribute to the effort!

Potential UDI framework for Amherst

Syllabus wording example I strive to make this course welcoming & accessible to all students. If you would like to discuss your learning needs with me, please schedule a meeting. I look forward to working with you to support your academic success. Anyone who feels they may need an accommodation based on the impact of a disability should contact me to make accommodation arrangements. I rely on Accessibility Services for assistance in verifying the need for accommodations & developing accommodation strategies. If you have not previously contacted Accessibility Services, I encourage you to do so; email - accessibility@amherst.edu or 413-542-2337.

DO-IT online resources www.uw.edu/doit • The Faculty Room • The Student Services Conference Room • The Board Room • The Student Lounge • The Veterans Center • The Center for Universal Design in Education Sheryl Burgstahler • sherylb@uw.edu

Social justice & UD/inclusive ways of thinking may lead to new ways of thinking about access issues, responsibilities of campus units, & interactions between individuals & campus units…