1. This presentation and its materials are based upon work supported by the National Science Foundation under Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Permission is granted to copy these materials for educational, non-commercial purposes provided the source is acknowledged. Meadowlands Environment Center - MarshAccess © Copyright 2010 A New Jersey Meadowlands Commission Facility operated by Ramapo College of New Jersey Designing and Implementing Accessible Informal Science Education Programs

2. MarshAccess Model of Program Accessibility & Universal Instructional Design JJ Rusher

3. Program Content FundamentalStandardEnhanced Science Content Meadowlands Content Science Tools Documentation Program Design Program Accessibility

4. Program Design Fieldwork Documentation ejournal Sketching Bio-craft Science Tools & Technology Measurement tools Magnification devices Field guide Meadowlands Content Native plants Invasive plants STEM / Science Content Parts of a plant Classification Plant Life – NJ Meadowlands

5. Program Content Enhanced Standard Fun(damental)

6. Program Accessibility Physical / mobility Cognitive / learning Deafness and hearing loss Blind and low vision Older adults with age related limitations in mobility, cognition / learning, hearing, and/or vision.

7. Program Accessibility Address wide range and variety of disabilities Accommodations developed for one disability group benefit all participants

8. Functional Approach Moved from Disability Labels to Functional Abilities Based on: - Task to be accomplished - Barriers to accomplishing that task

9. Functional Approach “Print” Disability Task: Read hand-out Functional Limitation: person unable to access standard printed materials Barriers: ?

10. Functional Approach Print Disability Barriers: - Unable to see printed material - sensory - Unable to process print - perception - Unable to read - Difficulty attending or focusing - Difficulty manipulating pages

11. Functional Approach “ Verbal” Disability Task: Follow oral directions Functional Limitation: person unable to access information presented orally Barriers: ?

12. Functional Approach Verbal disability Barriers: -Unable to hear directions - sensory -Unable to process oral directions - perception -Difficulty attending or focusing -Difficulty with retention or memory -Difficulty organizing information

13. Functional Approach “Writing” Disability Task: Write in journal Functional Limitation: Person unable to write /complete writing tasks Barriers: ?

14. Functional Approach Writing disability Barriers: -Unable to see / hear - sensory -Does not know how to write -Difficulty organizing ideas -Difficulty manipulating pen / pencil -Difficulty expressing thoughts in writing

15. Challenge Create alternatives to: - Standard printed material - Information presented orally - Recording data with paper and pencil

16. Universal Design Architectural studies of physical access for people with disabilities - Ramps, automatic doors, curb-cuts Eureka! Modifications helped or made life easier for all people

17. Curb-cut advantage

18. Universal Instructional Design Design of instructional delivery methods, materials and activities that allow participation by learners with wide differences in their abilities to see, hear, speak, move, write, understand English, attend, organize, engage, and remember. -Council for Exceptional Children

19. Curb-cut Advantage

20. UID Inclusiveness Physical access Delivery methods Information access Interaction Feedback Demonstration of knowledge

21. Inclusiveness Climate of respect for diversity Welcoming environment

22. Physical Access Design of learning space Minimize need for sustained physical effort Assure safety

23. Delivery Methods Multiple modes - Lecture - Demonstration - Discussion - Hands-on / field work - Group work

24. Information Access Visuals and text Large print / sans serif font Printed versions of oral presentations Tactiles and models Information well organized Captioned audio and video

25. Interaction Open-ended questions Multiple choice questions Teams and partners Name tags / address by name Communication aids

26. Feedback Prompting Verbal and physical cues and clues Demonstrations Hand over hand assistance

27. Demonstration of knowledge Writing assists - word banks - text and picture labels Alternatives to writing tasks - drawings; models - Biocrafts

28. UID and Accessibility Accommodations and modifications, to extent possible, built in from beginning; everyone benefits Does not eliminate the need for specific accommodations for individuals with disabilities

29. Pyramid of Accessibility

30. Program Content FundamentalStandardEnhanced Science Content Meadowlands Content Science Tools Documentation Program Design Program Accessibility

31. What programs in your setting might be re-designed using UID? How might teaching strategies, accommodations, assistive technologies, adapted science tools be applied to your programs to make them more accessible?