1. SPEED DATING... OOPS...SPEED UNIVERSAL DESIGN FOR LEARNING (UDL)! Sherri Parkins Counselling and Accessibility Services

2.  Meet the 7 principles of Universal Design for Learning  Pick up practical applications of the 7 principles of UDL  Develop UDL etiquette on representation, expression and engagement.  Live happily ever after! HOW SPEED UDL WORKS…

3. UNIVERSAL DESIGN: Ron Mace, an architect with physical disability, from the Center for Universal Design in Raleigh Roots are architecture and product development Provides accessibility for all to buildings, work/school, and products Eliminates the need for retrofitting! We all benefit

4. WHY UDL?

5.  Diverse!  26,500 full-time students and 70,000 part time  12 Degrees, 64 diplomas, 23 advanced diplomas, 22 certificates, 29 post-graduate certificates,  Over 130 countries represented,  About 40% of students are English Additional Language Learners  1/3 are first in their family to pursue PHS education  >80% work part time Seneca at a Glance. (2015, September 28). Retrieved September 28, 2015, from https://inside.senecacollege.ca/marketing/brand/seneca-at-a-glance.html SENECA’S PROFILE….

6.  Canadian Survey on Disability (CSD) 2012: 13.7%, reported having a disability Disability in Canada: Initial findings from the Canadian Survey on Disability. (2013, March 12). Retrieved September 28, 2015  18% of college students accessed counselling in 2010-11 J. Lees, P. D. (2012). An Analysis of Counselling Services in Ontario Colleges, Initial Report.  In 2014 Seneca’s Counselling and Accessibility Services saw 2,800 students SENECA’S PROFILE + DISABILITY

7. WHY?  The Ontario Human Rights Commission: “Structure and design for inclusiveness…avoid creating barriers… this approach is called universal design” (Guidelines on Accessible Education. (2004) (1st ed., p. 9). Retrieved from chrome- extension://mloajfnmjckfjbeeofcdaecbelnblden/http://www.ohrc.on.ca/sites/default/files/attachments/Guidelines_on_accessible_education.pdfpg.  Ontario Human Rights Code: “the basic parameters of the relationship between the Ontario Human Rights Code and the AODA: if there is any conflict with an AODA standard and another piece of legislation, the provision with the highest level of accessibility shall prevail”. Ontario Government (2015). The Ontario Human Rights Code. Retrieved from ontario-human-rights-codeontario-human-rights-code

8. 1: EQUITABLE USE  The design is useful to people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.  Blackboard can be accessed at home, in a hospital, or another location for students who can’t be in class. Information can be accessed by students with low vision or reading difficulties.  Use of Read and Write Gold  Service desks at seated level

9. ACTIVITY..

10. 2: FLEXIBILITY IN USE The design accommodates a wide range of individual preferences and abilities.  Equipment for both left and right-handed students  Choices in writing instruments  Ability to hear, see, do

11. ACTIVITY FOR WRITING TOOLS R emember to…

12. 3 : SIMPLE AND INTUITIVE  Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level.  Eliminate unnecessary complexity.  Use pictures/symbols/words for access.words  Simulations program that adjusts for ability levels.

13. ACTIVITY: DEMONSTRATE PREDICTABLE  On the back of your name tag write 1. What your week by week, reading and assignments schedule is called 2.Where is it posted? Predictable…..

14. 4 : PERCEPTIBLE INFORMATION  Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.  Clear expectations

15. ACTIVITY FOR SIMULATED HEARING  Simulated Learning Experience Simulated Learning Experience  Posting PowerPoints…PowerPoints

16. 5: TOLERANCE FOR ERROR  Instruction anticipates variation in individual student learning pace and prerequisite skills  Hazards, warnings, unconscious actions protected  Scaffolding Scaffolding  Examples: A program that provides guidance when the student makes an inappropriate selection. “Undo” !

17. ACTIVITY  Consider an example at Seneca

18. 6 : LOW PHYSICAL EFFORT  Minimize nonessential physical effort in order to allow maximum attention to learning.  Marking… Use of autocorrectautocorrect  Troubleshooting hint card attached to equipment reduces repeated manipulation of instruction manuals Note: This principle does not apply when physical effort is integral to essential requirements of a course.

19. ACTIVITY: IDENTIFY REPETITIVE TASK  Can you identify a repetitive task and a solution?

20. 7 : SIZE AND SPACE FOR APPROACH AND USE  Consider approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility.  Lab example: An adjustable table/bed/work area that is usable by students who are right- or left- handed and have a wide range of physical characteristics and abilities.  Chairs  Algonquin has an goal over the past few years to have a height adjustable table in each classroom as part of their AODA complinace