How to Apply Principles of Universal Design in Teaching: Online and in the Classroom Stephanie Gernert Assistive Technology Coordinator, ODSS Estela Landeros Director of Office of Disability Support Services

Overview for Today’s Presentation Principles of Universal Design (UD), Universal Design for Learning (UDL) and Universal Instructional Design (UID) Seven Principles of UID (University of Guelp, CA) Technology and Hidden Disabilities Evaluation

UD, UDL and UID Principles UID in Higher Education

Universal Design Solutions Intentional approach to design Anticipates a variety of needs Broadens usability to public More economical Respects human diversity What kind of Universal Design solutions are present on your campus or facility?

Provide Multiple Means of Representation Provide Multiple Means of Action and expression Provide Multiple Means of Engagement Perception Physical action Recruiting interest Language, expressions, and symbols Expression and communication Sustaining effort and persistence Comprehension Executive function Self-regulation http://www.udlcenter.org Rose, D ( 2011) CAST,  Universal Design for Learning Guidelines version 2.0. Wakefield, MA

ADA UDL UID ADA UDL and UID Assures accommodations for students with disabilities one at the time Barrier-free Fewer individual accommodations needed

Seven Principles of Universal Instructional Design Accessible & Fair Consistent Explicit Flexible Supportive Accommodating Minimize Effort http://www.uoguelph.ca/tss/uid/uidprinciples.cfm

Principle 1 Be Accessible and Fair Will the students have difficulty accessing course materials or participating in any essential activities related to class? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Principle 2 Be Straightforward and Consistent Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Activity 1 Evaluating a Syllabus Read an element (row) of the rubric Analyze sample syllabus for that element Give yourself a rating and list any comments- Listen to your gut After ~5 minutes, have each person say one surprising thing to the group

Principle 3 Provide Flexibility in Use, Participation, Presentation, and Evaluation Does the course offer a reasonable number of choices in the presentation of materials, opportunities for participation, and methods of evaluation to address all students’ needs and abilities? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Principle 4 Instructional Materials should be explicitly presented and readily perceived Are there barriers to students receiving or understanding the information and resources needed to succeed in this course? Are instructions clearly written? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Evaluate the Use of a Graphic What is the purpose of using the graphic? What does the graphic convey? Is the graphic necessary or is it used more as a decoration? How can the information be conveyed? Is the information provided somewhere else?

Anxiety Chronic Stress Hidden Disabilities Hyperactivity Inattention ADHD/ADD Learning Disabilities Developmental Reading Disorders Developmental Delays Color Blindness Dyslexia Autism Spectrum Disorders Traumatic Brain Injury/Closed Head Injury Medical Concerns Psychological or Psychiatric Disorders Distractedness Inattention Disorganization Forgetfulness Anxiety Abnormal behavior Chronic Stress

Source: WebAIM Dyslexia Simulation Activity 2 Read the following paragraphs & be prepared to answer a few questions. Source: WebAIM Dyslexia Simulation

Answer these Questions… Why are images good for web accessibility? Who would be negatively impacted by a text-only site? Source: WebAIM Dyslexia Simulation

The Unmodified Paragraph Source: WebAIM Dyslexia Simulation

Principle 5 Provide a Supportive Learning Environment Do students feel respected as individuals, welcome to express their thoughts, and able to explore new ideas? Do you make yourself available to answer questions & discuss issues? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Principle 6 Minimize Unnecessary Physical Efforts or Requirements Are there any physical challenges in this course that can be removed? Are field trips, viewing films or creating recordings required? Are they accessible or are other options available? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Things You Can Do Immediately Design – Include a variety of activities that align with the outcomes and goals for the instruction. Delivery – Provide a variety of delivery methods to include lecture, projects, case studies, discussions, hands-on activities, etc. Materials – Arrange for accessible materials that include alt- text, captioning, transcripts, visual cues and can be accessed using screen and text reading programs. Environment – Be responsible for a welcoming and accessible environment that removes all physical roadblocks and provides opportunities to for students to express themselves and demonstrate knowledge. Source: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx

Principle 7 Ensure a Learning Space that Accommodates Both Students and Instructional Methods Are the materials, activities and evaluation tools used appropriate and suitable for successful instruction and the use of all the students? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:

Activity 3 & Evaluation Reflecting on the article you will read about Universal Instructional Design What have you learned today? Any new insights? How will you use this information in your (online) classroom? Work in groups using posters around the room- remind them to be creative, not just a list!!!

References & Resources Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada: http://www.uoguelph.ca/tss/projects/uid/UG16- implementation%20guide.pdf UID Quick Start Check List : http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx Preliminary 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 http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits- Archives/2012/02/Accessibility-Through-Design

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