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

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

5. 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

6. 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

7. 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.”

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

9. 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

10. Student characteristics:

11. 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

12. 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

13. 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

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

15. 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, …).

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

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

18. 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

19. “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

20. How could you universally design a nametag?

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

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

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

24. 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!

25. UD provides inclusive access

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

27. 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

28. 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

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

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

31. 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, …

32. 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)

33. The UD of instruction checklist www. uw
The UD of instruction checklist
operationalizes UD principles.
was validated at more than 20 postsecondary institutions nationwide
also see 20 Tips for Teaching an Accessible Online Course

34. 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

35. 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.

36. 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.

37. 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; - or

38. 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

39. 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

40. 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.

41. 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

42. 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?

43. 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.

44. 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

45. 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.

46. 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?

47. 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?

48. 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?

49. 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?

50. 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.

51. 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

52. Good teaching is good teaching

53. 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

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

55. 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

56. 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…

57. 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

58. 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

59. 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!

60. Potential UDI framework for Amherst

61. 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; - or

62. DO-IT online resources
• 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 •

63. 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…