2. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu Universal Design in Higher Education Begin Presentation Go to Accessibility Instructions

3. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 2 Presented by Roger O. Smith, PhD, OT, FAOTA Tim O’Connor, MS Aura M. Hirschman, MS, CRC Universal Design in Higher Education The ACCESS-ed project is supported in part by the U.S. Department of Education’s Office of Post-secondary Education, PR/Award #P333A050090. The opinions contained in this publication are those of the grantee and do not necessarily reflect those of the U.S. Department of Education

4. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 3 Thank you for the invitation and coordination of June Reinert and the Office of Services for Students with Disabilities.

5. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 4 Overview of Presentation 1.Our current campus system of individual ACCOMMODATIONS and the A3 Model. 2.UNIVERSAL DESIGN in EDUCATION (UDE) – Why? 3.What is a Departmental Accessibility Resource Coordinator (DARC)?

6. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 5 The A3 Model  Advocacy  Accommodation  Accessibility Conceptual model for how organizations address the needs of people with disabilities

7. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 6 A3 Model

8. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 7 In What Stage? Drumroll when the bar moves to the right

9. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 8 Advocacy in the A3 Model  This person is waving, yelling, and knocking to draw attention to herself, to let others know that she needs assistance to get into the building. Knocking of the door in the background

10. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 9 Accommodation in the A3 Model  We anticipate individual needs. Here, a worker in the cafe watches the door to assist people who need help.

11. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 10 Accessibility in the A3 Model  This automatic doorway opens when rolled or walked upon, making the doorway accessible to everyone.

12. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 11 curbs television telephone football ? ? ? ? ?

13. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 12 Design for People with Disabilities is Better Design for Everyone! D PWD BD E

14. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 13 The concept of UD in education applies to:  Facilities  Academic applications Instruction, including Laboratory and fieldwork, distance learning, etc. Student Services, including advising, tutoring, etc.  Information Media Expanding Upon the Idea from Architecture

15. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 14 Rationale for Universal Design of campuses  Accessibility for all students with disabilities, including “hidden disabilities”  Learning styles  English as a second language  Everyone

16. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 15 “Hidden Disabilities” What are they?  Learning disabilities, such as dyslexia  ADHD  Mental health impairments, such as depression or anxiety disorders  Chronic illnesses, such as cancer, HIV, diabetes

17. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 16 What are the issues?  Statistics in colleges everywhere are commonly reflecting that the majority of students with disabilities are students with learning disabilities  Disclosure issues – Stigma, especially with mental illness  Never been diagnosed formally

18. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 17 Self-reported Disability Survey Results (Second Round)

19. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 18 Summary Frequency Percent Self-identified Disability Eng. Primary244.9 Eng. Not primary 20.4 Sub Total265.3 Disability “No” but impairment reported Eng. Primary5010.2 Eng. Not primary 61.2 Sub Total5611.4 English is not primary language (“NO” to disability and any impairment / disorder types) 316.3 TOTAL11323%

20. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 19 Accessibility Gems and Bloopers

21. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 20 Dark Chocolate Has Health Benefits Not Seen in Other Varieties  Dark chocolate -- not white chocolate -- lowers high blood pressure  Dark chocolate -- but not milk chocolate or dark chocolate eaten with milk -- is a potent antioxidant (So why are we mentioning this here?)

22. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 21 The DARC Model for disseminating universal design strategies and information Welcome to the DARC Side

23. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 22 A Bottom Up or Top Down Approach to Universal Design Change? EXAMPLE

24. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 23 A DARC Position Description - The DARCs as a Conduit to Universal Design Resources

25. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 24 Roles and Responsibilities of the DARC (Departmental Accessibility Resource Coordinators)  Be a departmental resource  Disseminate newly acquired information  Recognize “early adopters”.  Ensure accessibility to and within your department

26. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 25 And:  Be a role model  Encourage others to think about accessibility, universal design, and an inclusive campus climate.  Participate in periodic in-services.

27. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu THANK YOU!

28. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 27 Presenter Options, Including Universal Access Features  The “speaker notes” function in PowerPoint is used as a universal access feature.  The speaker notes contain text descriptions of the graphics, because it was not feasible to do this with PowerPoint’s ALT text function to provide access for people with disabilities, including vision and cognitive impairments.  The notes can also be used to prepare a presenter for delivering the slides.  Where graphics repeat, the descriptions for graphics only describe what has changed from the previous slide.  Unfortunately, current versions of the free PowerPoint Viewer do not support “speaker notes.”

29. © 2007 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 28 Presenter Options – Viewing Speaker Notes  Using the “Slide Show” view  In Windows, right click on the slide in use or use the context key to bring up the menu, and then select “speaker notes”  On a Mac, using Ctrl + Click on the slide and select “speakers notes” from the menu.  The notes can also be seen as a part of the “Normal” view or directly by using the “Notes Page” view.  When in “Normal” view, F6 can be used to switch between the slide, notes, and outline panes respectively. Go back to the opening presentation slide