1. Universal Design for Information Literacy
Ted Chodock & Elizabeth Dolinger
Research Services Librarians
Landmark College
Putney, VT
Presented at New England Library Instruction Group Annual Conference
Western New England College
June 6, 2008
Welcome!
Thank you for coming to our presentation.
I am…
This is…
We are from Landmark College, a college specifically for students who learn differently. Most of our students have AD/HD and/or dyslexia. All of our students have some type of learning disability, though we never know which ones are represented in our classes.
Our presentation is on Universal Design for Information Literacy, which we use to assist Landmark College in developing information literacy skills. At the same time, we hope that the techniques we have incorporated into our teaching may apply to the increasingly diverse classrooms in which all of us are teaching.

2. Universal Design for Information Literacy
Learning Disabilities / Learning Differences
Universal Design
Our experiences applying UDI at Landmark
How do you apply UDI principles in your classrooms?
First we will tell you a little bit about learning differences and learning disabilities,
Then we’ll talk about universal design and how it has been applied to teaching,
Next we’ll share our experiences applying Universal Design principles in our classes,
Finally we’ll ask you to share with us some of your experiences, and brainstorm and ideas on how you can hopefully start to apply UDI principles in your classrooms.
OUTLINE for BOARD: 1. Learning Disabilities / Learning Differences
2. Universal Design
3. Our experiences applying UDI at Landmark
4. How do you apply UDI principles in your classrooms?

3. What is a Learning Disability?
A “disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain.”
In other words, a person with a learning disability has a different way of learning.
At Landmark, we prefer to use the term learning differences.
A learning disability isn’t about intelligence
because students with LD’s learn differently than most
and because curricula are typically designed for a fictional average student,
these students with LD’s haven’t had the opportunity to learn as much as they could have, given a different environment.
Although we are highlighting the impact of students who learn differently in our classrooms,
college students are increasingly diverse in many ways, including age, primary language, socioeconomic, life experience, culture, and learning profiles. (McGuire & Scott, 2007, 124).
Matthews, D. D. (Ed.). (2003). Learning disabilities: The basics. In Learning disabilities sourceboook (2nd ed., p. 5). Detroit: Omnigraphics.

4. Dyslexia
“is characterized by problems in coping with written symbols, despite normal intelligences.”
“common characteristics are difficulty with phonological processing and/or rapid visual-verbal responding.”
In many places, such as the National Center for Education Statistics, dyslexia falls under the term “Specific Learning Disability.”
Turkington, C., Harris, J. R., & American Bookworks (Eds.). (2006). Dyslexia. In The encyclopedia of learning disabilities (2nd ed., pp ). New York: Facts on File.
Matthews, D. D. (Ed.). (2003). Learning disabilities: The basics. In Learning disabilities soureboook (2nd ed., p. 151). Detroit: Omnigraphics.

5. Attention Deficit Hyperactivity Disorder (AD/HD)
Is a “persistent pattern of inattention and/or hyper-activity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.”
Also called ADD, which is just an older term, before hyperactivity was included in the identification
American Psychiatric Association (Ed.). (2000). Attention-deficit and disruptive behavior disorders. In Diagnostic and statistical manual of mental disorders: DSM-IV-TR (4th ed., text revision, p. 85). Washington, DC: American Psychiatric Association.

6. How many?
9.3% of undergraduates reported some type of disability
11.3% of undergraduates reported some type of disability
Among those, 5% reported a specific learning disability, such as dyslexia.
6.4% reported ADD.
17% reported mental illness/depression.
In 4 years:
50% or more increase in number of students who self identified as having a specific learning disability or ADD.
These numbers are going to be lower than what one would find at the high school level, for example, because in college, a student must self-identify, and they may choose not to identify themselves (stigma attached).
See Horn, 2002 & 2006.

7. Students with Dyslexia
Handwriting
Trouble with rapid visual-verbal responding
Find concept maps helpful
Note-taking is problematic
Slower than average reading and reading comprehension
Students with dyslexia don’t really have typical behaviors.
You can imagine what a call number looks like to a student with dyslexia.
These students are most likely to rely on screen readers, audio books, etc.
Trouble with visual-verbal responding = think of the use of clickers in classes = favorable for fast readers & cognitive processors
Farmer, M., Riddick, B., & Sterling, C. (2002). Table 7.1 Frequency and percentages of staff responding to question on problems of students with dyslexia. In Dyslexia and inclusion: Assessment and support in higher education (p. 119). Philadelphia: Whurr Publishers.

8. Behaviors of students with AD/HD
Disinterested
Disorganized
Procrastination
Misjudging available time
Impulsivity
Students with AD/HD actually have a heightened sense of attention, rather than a deficit.
They pay attention to all the non-relevant stimuli placed into a task; this takes away from the attention needed for the relevant information.
Conners, C. K. (2006). What are typical characteristics of those with AD/HD? In Attention deficit hyperactivity disorder: The latest assessment and treatment strategies (pp. 8-15). Kansas City, MO: Compact Clinicals.

9. Behaviors of students with AD/HD
Executive Function Dysfunction
Working memory & problem solving processes
Control of emotions & impulses
Internalized speech
Reconstitution
As one enters adulthood, executive functions become more of a challenge.
Executive Functions:
Mental activities associated with self-control, attention, focus, or concentration that allow an individual to achieve specific goals.
Related to 4 kinds of mental activities:
working memory (problem solving process),
internalized or private speech (using complex sets of rules in problem solving),
control of emotions and impulses (allows focus and ability to return to tasks),
reconstitution (ability to observe behaviors and synthesize into new combinations; essential to problem solving and extrapolation).
Conners, C. K. (2006). What are typical characteristics of those with AD/HD? In Attention deficit hyperactivity disorder: The latest assessment and treatment strategies (pp. 8-15). Kansas City, MO: Compact Clinicals.

10. Universal Design (UD)
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.
In the early 1970’s, Ron Mace, a wheelchair user and a pioneer in developing accessible building design, coined the term “universal design” as a way of describing the process of removing barriers to full access in built environments.
One of the most important UD ideas is that accessibility should be built into the design instead of the structure being retrofitted after the fact.
Another idea is that when you remove a barrier for one group of people it often benefits many others people at the same time. One of the best examples of this is the curb cut. A curb cut may be absolutely necessary for a wheelchair user, but it also benefits many other people, including anyone riding a bicycle or pushing a stroller.
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., et al. (1997, April 1). The principles of universal design: Version 2.0. Retrieved May 23, 2008, from NC State University, The Center for Universal Design Web site:
Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from

11. Universal Design for Learning (UDL)
The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.
Inspired by the what UD was able to accomplish in built environments, some educators began to look at how to apply UD in the classroom.
In the early 1990’s, the Center for Assistive Technology (CAST) created Universal Design for Learning or UDL. Just as a wheelchair user is not the problem, but the lack of an elevator or a ramp is, so CAST began to see that it is a curriculum that is disabled when it can’t reach all the students. A student who learns differently is not responsible for a one size fits all approach to teaching.
CAST (2008). Universal design for learning guidelines version 1.0 (p. 4). Wakefield, MA: Author.

12. UDL Principles
1) Provide Multiple Means of Representation (the "what" of learning).
2) Provide Multiple Means of Expression (the "how" of learning).
3) Provide Multiple Means of Engagement (the "why" of learning).
These principles are grounded in educational theory and more recent research in Neuropsychology.
How these fit into learning differences is that, for representation, students with dyslexia, or language or cultural differences, require different ways of approaching the content.
For expression, those who struggle with organization-as we were talking about before, executive function issues approach learning tasks very differently and will show what they’ve learned differently.
For engagement, “Some students are highly engaged by spontaneity or variety, such as students with AD/HD, but others can be frightened by those aspects in a learning environment (e.g., students with Asperger’s Syndrome or Nonverbal learning disorder need very structured, predictable forms of engagement). (Rose, 2006, 137)
UDL has primarily been used at the elementary and secondary school levels, where the IDEA (individuals with Disabilities Education Act) stipulates that students with disabilities are entitled to access...within the general education curriculum (McGuire & Scott, 2007, 126). And therefore “They (disabled students) are to aspire to the same standards and expectations as their peers.” (Hitchcock, Meyer, Rose & Jackson, 2002) w/consistent support from specially trained teachers who work with students who learn differently
“Examples of tools and resources developed by CAST include eReader, a literacy support software package that can combine electronic text from any source with reading supports (such as spoken text and visual highlighting) to make information accessible to users of all abilities
Teaching handbooks, guides to integrate UDL tools and strategies into the curriculum” (McGuire, Scott, & Shaw, 2006)
CAST (2008). Universal design for learning guidelines version 1.0 (pp.3-4). Wakefield, MA: Author.

13. Universal Design for Instruction (UDI)
With an absence of legal mandates relating to planning individualized instruction for students with disabilities at the postsecondary level, change will be fueled by thoughtful approaches that are responsive to the culture of faculty and features of their work that are distinctly different from those of their colleagues in elementary and secondary settings.
In contrast, IDEA is not in force at the college level, though there are other federal laws that require accommodation of students with learning disabilities through such things as extended test periods and the use of note takers.
Another difference is that even if students have a diagnosed learning disability, they can choose not to self-identify that at the post-secondary level (it is very likely that they won’t tell the instruction librarian who may have them in class only once.)
Also, there are not teachers and paraprofessionals with specific responsibilities for working with diverse students. Instead, “faculty are experts in their discipline, not experts in teaching” (McGuire & Scott, 2007).
Quote: “change will be fueled by thoughtful approaches that are responsive to the culture of faculty” (McGuire & Scott, 2007).
This is also true for us, for instruction librarians.
With the qualities of college teaching in mind, The Center on Postsecondary Education and Disability (CDEP), at UConn adapted the principles of universal design to college instruction.
Background: A 1998 article by Silver, Bourke & Strehorn explored the idea of applying UD to higher education. developed this initial idea into the nine principles and of UDI plus has embarked on several research studies regarding the usefulness and effectiveness of the principles. The initial articulation of the UDI principles followed an extensive literature review on UD and educational theory with regard to creating accessible, barrier-free postsecondary classes (McGuire & Scott, 2007).
McGuire, J. M. & Scott, S. S. (2007). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability (19)2, 126.

14. UDI Principles Equitable Use Flexibility in Use
Instruction is designed to be useful to and accessible by people with diverse abilities.
Flexibility in Use
Instruction is designed to accommodate a wide range of individual abilities.
Simple and Intuitive Instruction
Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level.
“The Principles are not viewed as a checklist to apply to elements of instruction but rather as a framework for faculty to think reflectively about their teaching and approaches to broaden learning experiences and facilitate an inclusive classroom climate” (McGuire & Scott, 2006).
Equitable use- Instruction is should be accessible to people with diverse abilities
2) Flexibility in use- Instruction should accommodate a wide range of individual abilities
3) Simple and intuitive instruction- Instruction should be straightforward and predictable manner no matter what experience or the student has.
(Shaw, Scott, & McGuire, 2001)

15. UDI Principles Perceptible Information Tolerance for Error
Instruction is designed so that necessary information is communicated effectively, regardless of ambient conditions or the student's sensory abilities.
Tolerance for Error
Instruction anticipates variation in individual student learning pace and requisite skills.
Low Physical Effort
Instruction is designed to minimize nonessential physical effort.
4) Perceptible information- Instruction should communicated effectively, regardless of the student’s sensory abilities
5) Tolerance for error- Instruction anticipates variation in individual student learning pace.
6) Low physical effort- Instruction should minimize nonessential physical effort (i.e. busy work) in order to maximize learning.
(Shaw, Scott, & McGuire, 2001)

16. UDI Principles 7) Size and Space for Approach and Use
Instruction is designed with consideration for appropriate size and space.
8) A Community of Learners
The instructional environment promotes interaction and communication.
9) Instructional Climate
Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.
7) Size and space for approach and use- the classroom is designed to maximize learning.
8) A community of learners- The instructional environment promotes communication between students and between students with faculty.
9) Instructional climate- Instruction is designed to be welcoming and inclusive. There are high expectations for all students.
(Shaw, Scott, & McGuire, 2001)
Shaw, S. F., Scott, S. S., & McGuire, J. M. (2001, November). Teaching college students with learning disabilities. (ERIC Document Reproduction Service No. ED459548) Retrieved from ERIC database.

17. How many students are we willing to accept that we won’t reach?
In traditional postsecondary education…the capacity of enrolled students to master the content and achieve the outcomes is essentially assumed, often within the range defined by a bell curve. A certain amount of failure and sub-par performance is expected and even required to validate other successes.
DRAW BELL CURVE ON BOARD
Universal Design is not a dumbing down of materials.
By contrast… the basis for curricular and instructional design is the assumption that a wide variety of learning styles and processing capabilities will be present in the classroom and that effective design will maximize the likelihood of achievement and success for all of these different individuals as they master content and work toward the learning outcomes of the course” (Gander, & Shmulsky, 2008).
Gander, M., & Shmulsky, S. (2008). Universal Design for Instruction: Current theory and practice. Unpublished manuscript, Landmark College, Putney, VT.

18. UDI & the ACRL Standards
ACRL Standards for Proficiencies for Instruction Librarians & Coordinators
6.6 Designs instruction to best meet the common learning characteristics of learners, including prior knowledge and experience, motivation to learn, cognitive abilities, and circumstances under which they will be learning.
6.7 Integrates appropriate technology into instruction to support experiential and collaborative learning as well as to improve student receptiveness, comprehension, and retention of information.
A lot of what UDI is, is already a part of what we do/ what we should be doing based on the ACRL standards
a lot of thought has already gone into how we can reach all of our students
You have likely integrated UD principles, just not as consciously, as hopefully, you might now…
A few ACRL standards that UDI really ties into are:
6.6
Designs instruction to best meet the common learning characteristics of learners
6.7
Integrates appropriate technology into instruction (web sources, web tutorials, print handouts, use of computers,

19. UDI & the ACRL Standards
9.2 Presents instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs.
12.2 Modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners.
9.2 Presents instructional content in diverse ways
12.2 Modifies teaching methods and delivery to address different learning styles, language abilities…
The framework of UDI is helpful for not only students with attentional difficulties, but also ESL students, students with specific learning disabilities, depression/mental illness, etc.
Rather than making accommodations after the fact, it is assumed that every class of students will have various learning differences. The students are here.
ACRL Characteristics of Programs of Information Literacy that Illustrate best Practices: A Guideline
Category 2: Goals and Objectives for an information literacy program apply to all learners, regardless of delivery system or location
Category 7: Pedagogy for an information literacy program responds to multiple learning styles
category 10: Assessment/evaluation acknowledges differences in learning and teaching styles by using a variety of outcome measures

20. UDI & Active Learning
Universal Design for Instruction does not replace Active Learning methods of teaching.
Active Learning methods of teaching become even more essential in the framework of UDI.
I argue that not only is Active learning essential, but that the principles of UDI demand the use of Active Learning methods.
Some active learning methods that we may all have heard of include (each with their own nuances): problem based learning, constructivist learning, hands on instruction, cooperative learning, discovery learning, experiential learning,

21. Applying Universal Design to Information Literacy (UDIL)
Barriers exist in the instruction, not in the user, and thus it is the instruction that must change. This change in mindset alone improves interactions between the non-disabled and people with disabilities, as they become potential partners in addressing the common problem of shortcomings in instructional design rather than exhibiting an inequitable power relationship where one person is the problem and the other the problem solver.
Ideas about universal design are finding their way to the library world and even to college-level library instruction
Debbie Creamer, the director of the Ira J. Taylor Library at the Iliff School of Theology in Denver, CO wrote this
Barriers exist in the instruction, not in the user, and thus it is the instruction that must change. This change in mindset alone improves interactions between the non-disabled and people with disabilities, as they become potential partners in addressing the common problem of shortcomings in instructional design rather than exhibiting an inequitable power relationship where one person is the problem and the other the problem solver. – to be inclusive and partner with people who learn differently
What we’ve done is try to apply the UDI principles to our instruction. Just like I said about UDI, these are not set in stone, they are just ideas to consider and ways to reflect on how to create more accessible, barrier-free information literacy programs.
Creamer, D. (2007). Universal instructional design for libraries. Colorado Libraries, 33(4), 14.

22. How we apply UDIL Principles
1) Equitable Use
Create web-based course guides
Spell vocally and write out search words
Print words (avoid cursive)
Use a sans-serif font
2) Flexibility in Use
Preview & review lesson plan with a vocalized & written agenda
Use of active learning methods that use multiple senses
Repeat back questions
Focus attention internally by asking many questions of the students
Equitable use: We create course guides that enables students to use it in their form room, increase the font, have a screen reader read it to them.
Spell vocally & write out search words
Flexibility in use: By using active learning techniques, we can teach students who best learn aurally or visually, independently or in groups.
Asking students a lot of questions, a part of active learning, is important for students with attentional issues because it helps focus their attention internally again.
Explain that where we have placed things on this list is not set in stone but just a guide…
Some of this is pretty basic and easy to do, if you don’t already…
1)Equitable Use
and distribute print version in class
Students can return to them any time any place
Helpful for dyslexic students
Screen readers (we can tell you more about these during break)
No tables in the creation of web pages
McGuire/Scott 2006: students mentioned spelling of words on board
2)Flexibility in Use
Including tactile, aural, and visual
Focusing attention internally is important for students with attention difficulties
McGuire/Scott:2006 information in multiple formats, orally teaching while providing visual as well, (flow charts etc.)
McGuire/Scott:2006 students reported benefiting when teachers use pause and question techniques during lessons to allow time for student questions or to challenge individual students or an entire class to engage in problem solving.

23. How we apply UDIL Principles
3) Simple and Intuitive Instruction
Eliminate library lingo & library-centered concepts
Teach only skills directly related to completing the assignment
Use student topics
4) Perceptible Information
Stress usability features in databases & websites
Shorten task instructions by using few words in giving directions
Presenting information in multiple formats
3) Simple & Intuitive Instruction
We have eliminated the attempt to use a class to teach anything other than the skills the students need to complete the assignment. By focusing on just the most important skills, we feel students can practice more and retain more
4) Perceptible information
We use fewer, widely understandable words so that the content is perceptible by all students.

24. How we apply UDIL Principles
5) Tolerance for Error
Allocate 1/3 to 1/2 of each class for individual work time
6) Low Physical Effort
Use of citation making software, print icons, and other built-in time-saving shortcuts
Decrease repetitiveness of tasks
5) Tolerance for Error
Many students who are distracted or for whatever reason didn’t get it during the presentation or small group part of the class, need to time to practice in order to understand and actually practicing a skill immediately is the best way for anyone to learn.
Students who had questions, but didn’t want to ask them in the group may feel more comfortable asking how to do something during this time.
6) Low Physical Effort
We strive to tailor each class to the assignment and to teach different skills at different levels so that students are not experiencing repetitive, cookie-cutter classes.

25. How we apply UDIL Principles
7) Size and space for approach and use
Redesign library instruction space to maximize collaboration and minimize irrelevant cues
8) A Community of Learners
Bring a sign-up sheet to class to make follow up appointments
Check in on research progress by
Encourage collaboration among the students during class
7) Size and space for approach and use
Since students with attentional issues are taking in a lot of irrelevant cues, a set up that minimizes these types of cues is helpful. We recently changed our lab from rows, where students can view everyone in front of them, to a U-shape which minimizes their line of sight and allows us more freedom of movement.
This type of seating also helps those who are hard of hearing because it allows students to see faces of speakers
8) A Community of Learners
Work on relationship building and lowering anxieties, rather than making them little search machines
A talkative class is a learning class

26. How we apply UDIL Principles
9) Instructional Climate
Have a goal that provides motivation
Work with faculty to have a specific goal, such as finding at least one research article on the topic
9) The welcoming and inclusive part of this principle (not highlighted on the slide) is somewhat self-explanatory and would be the goal of any info lit class.
The second part can be part of a conversation with the professor, specifically the push to have the there be a specific goal that the students have for the class (e.g. leave with one research article from a database). The second point is about motivation.
For more see: Zentall, S. S. (2005). Theory and evidence based strategies for children with attentional problems. Psychology in Schools, 42(8),

27. How we apply UDIL Principles
This is a concept map, made using the software program, Inspiration. I took the principles and how we apply them and placed them into this concept map, for a visual way of sharing the information.
Students with dyslexia tend to take to concept maps really well, but they are helpful for anyone who is a visual learner.
Information on Inspiration software is included with other assistive technologies in the packet we gave you.

28. Applying UDI principles in your classrooms
What are your experiences with learning differences in your classrooms?
What techniques can you recommend?
How will you/do you apply UDI in your classrooms?