Teaching Inclusively: Universal Design for Learning Teaching Academy June 10, 2008 Suzanne Tucker, Disability Resource Center Bogdan, Zamfir, Center for Adaptive Technology

Students with Disabilities Spring Semester Blindness /Low vision10 Acquired Head Injury12 Deaf / Hearing impairments16 Autism Spectrum Disorders19 Mobility / orthopedic impairments32 Chronic Health52 ADD/HD82 Psychiatric / Emotional84 Specific Learning Disabilities236 TOTAL544

What is Universal Design? Universal Design is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” --Center for Universal Design, North Carolina State

Universal Design (UD): Principles & Examples 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use 8. Community of learners 9. Instructional climate

Definition: Universal Design of Instruction is the… design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact.

UD Employed in Specific Academic Tasks Large lectures Group/work discussions Test taking Field work Science labs Computer labs World wide pages Distance learning Art wok Travel programs Work-based learning Writing assignments

Principle 1: Equitable Use GUIDELINES Provide the same means of use for all users: identical whenever possible; equivalent when not. Avoid segregating or stigmatizing any users. Provisions for privacy, security, and safety should be equally available to all users. Make the design appealing to all users. The design is useful and marketable to people with diverse abilities.

Principle 2: Flexibility in Use GUIDELINES Provide choice in methods of use Accommodate right- or left-handed access and use Facilitate the user's accuracy and precision Provide adaptability to the user's pace The design accommodates a wide range of individual preferences and abilities

Principle 3: Simple and Intuitive GUIDELINES Eliminate unnecessary complexity. Be consistent with user expectations and intuition. Accommodate a wide range of literacy and language skills. Arrange information consistent with its importance. Provide effective prompting and feedback during and after task completion Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

Principle 4: Perceptible Information GUIDELINES Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. Provide adequate contrast between essential information and its surroundings. Maximize "legibility" of essential information. Differentiate elements in ways that can be described.. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

Principle 5: Tolerance for Error GUIDELINES Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. Provide warnings of hazards and errors. Provide fail safe features. Discourage unconscious action in tasks that require vigilance. The design minimizes hazards and the adverse consequences of accidental or unintended actions

Principle 6: Low Physical Effort GUIDELINES Allow user to maintain a neutral body position. Use reasonable operating forces. Minimize repetitive actions. Minimize sustained physical effort The design can be used efficiently and comfortably and with a minimum of fatigue.

Principle 7: Size/ Space for Approach & Use GUIDELINES Provide a clear line of sight to important elements for any seated or standing user. Make reach to all components comfortable for any seated or standing user. Accommodate variations in hand and grip size. Provide adequate space for the use of assistive devices or personal assistance. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

Principle 8: Community of Learners GUIDELINES Adopt practices that reflect high values with respect to both diversity and inclusiveness. Fostering communication among students in and out of class by structuring study group, discussion groups, list, or chat room. Require that small groups communicate in ways that are accessible to all group members. Be flexible regarding interaction strategies. The instructional environment promotes interaction and communication among students and between students and faculty.

Principle 9: Instructional Climate GUIDELINES Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants Address individual needs in an inclusive manner. Make statements on syllabus and in class inviting students to arrange for course accommodations or to discuss other concerns. Avoid segregating or stigmatizing any student by drawing undue attention to a difference or sharing private information. Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

EX.- Captioning on Videotapes Beneficiaries: Students who are deaf or hard of hearing Students for whom English is a second language Students watching the video tape in a noisy environment Students who have learning disabilities

Learning Disabilities Word processors with grammar and spell checkers Word processors with outlining and highlighting capabilities Word prediction software Phonetic spelling software Speech recognition software Concept mapping software (allows for visual representation of ideas and concepts

Blindness Screen reading software and speech output systems Braille translation software, Braille refreshable display, and a Braille embosser Locator dots on the keys of computer keyboards Scribes Alternative test or assignment formats

Low Vision Large-print handouts and visual aids Screen enlargers

Hearing impairments Provide written examples of writing expectations (e.g., sample of a completed assignment of acceptable quality, including content and grammar/syntax) Grade writing and content separately

Mobility Impairments Computer modifications to access word processing programs Extended exam times Extended assignment deadlines

Health Impairments Word processing programs. Extended exam time. Extended assignment deadlines.

Psychiatric Disabilities Options for electronic assignments Notetakers Audio taped class session Laptop computer for notetaking Flexible attendance requirements

Resources See packet