1. Getting Universal – in Design, That Is: Helping Educators Engage Students with Disabilities Jim Stachowiak Noel Estrada Hernandez Tom Shaff September 25, 2009

2. Introduction Personnel –Jim Stachowiak, MSE, ATP –Noel Estrada Hernandez, PhD –Tom Shaff, MA ICATER Universal Access

3. Today’s Agenda What is Universal Design? What is Universal Design for Learning? How can UDL be implemented in class? Using technology to implement UDL

4. What is Universal Design?

5. Universal Design The design of products and environments to be used by all people, to the greatest extent possible, without the need for adaptation or specialized design - Ronald Mace, NCSU

6. Universal Design It is a method to proactively include all people in the design of an environment or product Cheaper than retrofitting Often has unintended benefits

7. What is Universal Design for Learning?

8. Universal Design for Learning is… A goal A process focused on planning An idea that multiple approaches are need to reach all A proactive process that can be implemented in incremental steps Accessible, usable, and inclusive A means for limiting the need for formal accommodations Difficult to ever fully implement, but done in steps

9. Universal Design for Learning is Not…. Groundbreaking One single solution A means to lower quality or standards A means to make classes accessible to unqualified students Completely required in every class (Ex. It is not practical to have an interpreter in every class, just in case a student needs one) A replacement for good teaching, it is a complement

10. Universal Design for Learning Center for Applied Special Technology

11. UDL Helps All Students Students with Disabilities Students with Language Differences Students with Cultural Differences Students with Learning Differences Students that may need to miss class for various reasons

12. What is the Current Situation? College students must obtain their own accommodations but many do not Only about 40% of students self identify UI conducted an accommodations needs assessment –75% had an invisible disability –58% were not registered with SDS

13. Implementing UDL The Classroom Environment –Syllabus –Physical Environment The Class Presentation –Determining the Essentials –Varying Methods –Lecturing The Class Products –Supports –Assignments –Assessments

14. UDL and the Classroom Environment

15. The Syllabus Typically the first contact students have with your class Must include a disability/accommodations statement –Include institutions language –Include personal values statement Provide information in at least two formats Clearly explain the goals of the class Provide multiple ways to contact you Only 77% of UI instructors always include a disability statement

16. Discussing the Disability Statement Signifies its importance to you Speaks to your acceptance of disability Indicates you are willing to work with all students that have difficulties Creates a trust with the students Treat this more as an open invite for discussions than a statement Collect a student information card

17. What Should be Included in this Statement? A statement of your appreciation for diversity An invitation for the student with the documented disability to meet to discuss their needs Notification that the request must be made in a timely manner A statement encouraging students to register with the Student Disability Services Office

18. Creating an Accessible Physical Environment Can every student get into the classroom? Can every student navigate the room? Does everyone have a choice of where to sit?

19. Creating an Accessible Physical Environment Do you know the emergency plans helping students with disabilities evacuate the room? Can everyone see and hear the instructor? Are the accessibility features on the AV equipment on?

20. UDL and the Class Presentation

21. Determining the Essentials What is it that the students must be able to do by the end of this course? What must they know? Why must they be able to do it or know it? In what ways can the student demonstrate that he or she knows the information and can do the task?

22. Example “Students will write a report on the Civil War” “Students will be able to demonstrate an understanding of the issues leading to the Civil War”

23. Vary Methods Lecture Videos Multimedia Presentations Discussions Group Work Simulations

24. Accessible Videos Try to choose videos that are already captioned Help all types of students –Students with hearing impairments –Students with language barriers –Students in noisy rooms

25. UDL in Lectures Incorporate natural supports into presentation –Summarize –Provide a guide Ask questions –Pause and give a chance for formulation

26. What Constitutes an Accessible PowerPoint? A solid background Good contrast Important info highlighted in some way other than just a color change (ex. 57*) Sufficient font size A sans serif font Only necessary number of slides Good descriptions for each picture

27. UDL and Class Products Following the learner-centered path

28. UDL and Class Products Digital Text Learning Supports Web Accessibility Assignments Assessment

29. Digital Text Accessible to all Easily manipulated by individual students –Braille –Audio –LargePrint Sustainable

30. Digital Text If possible, choose textbooks that are available in digital form Choose text and reading early Make learning supports available in digital text Post multiple formats of each support

31. Digital Text Accessibility Just posting things online does not make them accessible Many PDFs can be inaccessible –Locked –Scanned image of text

32. Learning Supports Class Outlines Provide a structure for the class Helps students that have difficulty with organization Helps students better prepare for class Helps students determine the important points of class Class PowerPoint Slides Students can use as a guide for notes Allows students to focus on class, not mechanical task of writing notes Put online before class, save as a Word document to enable access for screen readers

33. Learning Supports – Class Notes Class notes are a common accommodation Providing them to everyone in class benefits all Good study reference for tests

34. Match Pedagogy to Products Demonstrate learning Alternative to standard MC/CA/essay tests Interactive Continuous feedback Performance rubrics

35. Match Pedagogy to Products Extend time for fieldwork or tests Scale fieldwork Construct representations of learning Criterion based/scaffolded

36. Website Accessibility Check W3C Standards Make sure organization is clear Make sure all pictures are accompanied by a alt text tag with thorough description Link should be meaningful (ex. Class Notes not Click Here) Alternative Text Example

37. UDL and Assignments Provide multiple means of expression –Essay –Presentation –Group project If possible, present a choice

38. UDL and Assessment Consider more frequent, shorter exams –Removes some need for extra time accommodation –Students can focus on less and thus retain more info Essay exams with generous time limits are preferred

39. Using Technology to Implement UDL

40. Contact Info Jim Stachowiak james-stachowiak@uiowa.edu 319-335-5280 Coming Soon: www.education.uiowa.edu/universalaccess