How to Apply Principles of Universal Design in

How to Apply Principles of Universal Design in Teaching: Online and in the Classroom Stephanie Gernert Assistive Technology Coordinator, ODSS Estela Landeros Director of Office of Disability Support Services 1

Overview for Today’s Presentation • Principles of Universal Design (UD), Universal Design for Learning (UDL) and Universal Instructional Design (UID) • Seven Principles of UID (University of Guelp, CA) • Technology and Hidden Disabilities • Evaluation 2

UD, UDL and UID Principles • UDL • UID in Higher Education 3

Universal Design Solutions • Intentional approach to design • Anticipates a variety of needs • Broadens usability to public • More economical • Respects human diversity What kind of Universal Design solutions are present on your campus or facility? 4

Provide Multiple Means of Representation Provide Multiple Means of Action and expression Provide Multiple Means of Engagement Perception Physical action Recruiting interest Language, expressions, and symbols Expression and communication Sustaining effort and persistence Comprehension Executive function Self-regulation Rose, D ( 2011) CAST, Universal Design for Learning Guidelines version 2. 0. Wakefield, MA http: //www. udlcenter. org 5

UID ADA UDL and UID Assures accommodations for students with disabilities one at the time Barrier-free Fewer individual accommodations needed 6

Seven Principles of Universal Instructional Design Accessible & Fair Flexible Consistent Explicit Supportive Accommodating Minimize Effort http: //www. uoguelph. ca/tss/uidprinciples. cfm 7

Principle 1 Be Accessible and Fair Will the students have difficulty accessing course materials or participating in any essential activities related to class? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 8

Principle 2 Be Straightforward and Consistent Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 9

Activity 1 Evaluating a Syllabus • Read an element (row) of the rubric • Analyze sample syllabus for that element • Give yourself a rating and list any comments- Listen to your gut 10

Principle 3 Provide Flexibility in Use, Participation, Presentation, and Evaluation Does the course offer a reasonable number of choices in the presentation of materials, opportunities for participation, and methods of evaluation to address all students’ needs and abilities? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 11

Principle 4 Instructional Materials should be explicitly presented and readily perceived Are there barriers to students receiving or understanding the information and resources needed to succeed in this course? Are instructions clearly written? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 12

Evaluate the Use of a Graphic • What is the purpose of using the graphic? • What does the graphic convey? • Is the graphic necessary or is it used more • • as a decoration? How can the information be conveyed? Is the information provided somewhere else? 13

Hidden Disabilities ty vi D i ct a • r. ADHD/ADD e Learning Disabilities Dis yp • H ist rac ted sor ne Developmental Reading Disorders ga ss niz Developmental Delays s ati s Color Blindness e on ln Dyslexia u • • tf Y rge • Autism Spectrum Disorders r T o io IE F • Traumatic Brain Injury/Closed Head Injury X av NMedical Concerns s h e A • lb es a • Psychological or Psychiatric Disorders tr S rm ic on hr C o n b A 14

Activity 2 Read the following paragraphs & be prepared to answer a few questions. 15 Source: Web. AIM Dyslexia Simulation

Answer these Questions… 1. Why are images good for web accessibility? 2. Who would be negatively impacted by a text-only site? Source: Web. AIM Dyslexia Simulation 16

The Unmodified Paragraph Source: Web. AIM Dyslexia Simulation 17

Principle 5 Provide a Supportive Learning Environment Do students feel respected as individuals, welcome to express their thoughts, and able to explore new ideas? Do you make yourself available to answer questions & discuss issues? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 18

Principle 6 Minimize Unnecessary Physical Efforts or Requirements Are there any physical challenges in this course that can be removed? Are field trips, viewing films or creating recordings required? Are they accessible or are other options available? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada 19

Things You Can Do Immediately • • Design – Include a variety of activities that align with the outcomes and goals for the instruction. Delivery – Provide a variety of delivery methods to include lecture, projects, case studies, discussions, hands-on activities, etc. Materials – Arrange for accessible materials that include alttext, captioning, transcripts, visual cues and can be accessed using screen and text reading programs. Environment – Be responsible for a welcoming and accessible environment that removes all physical roadblocks and provides opportunities to for students to express themselves and demonstrate knowledge. 20 Source: http: //www. coles. uoguelph. ca/TSS/instructional_design/checklist. aspx

Principle 7 Ensure a Learning Space that Accommodates Both Students and Instructional Methods Are the materials, activities and evaluation tools used appropriate and suitable for successful instruction and the use of all the students? Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada : 21

Activity 3 & Evaluation Reflecting on the article you will read about Universal Instructional Design • • What have you learned today? Any new insights? How will you use this information in your (online) classroom? 22

References & Resources • • • Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD Meyer, A. , Rose, D. , Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST Universal Instructional Design, Implementation Guide (2003). University of Guelph, ON, Canada: http: //www. uoguelph. ca/tss/projects/uid/UG 16 implementation%20 guide. pdf UID Quick Start Check List : http: //www. coles. uoguelph. ca/TSS/instructional_design/checklist. aspx Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and Technology: http: //ctfd. sfsu. edu/sites 7. sfsu. edu. ctfd/files/Preliminary-Assessment-of-Faculty. Implementation-of-UDL. pdf http: //www. astd. org/Publications/Newsletters/Learning-Circuits. Archives/2012/02/Accessibility-Through-Design 23

References & Resources, cont’d • Related to tactile materials: http: //diagramcenter. org/standards-and-practices/accessible-image-sample-book. html http: //diagramcenter. org/webinars. html • Tactile Ready made graphics: • • National Braille Press: www. nbp. org Diagram Center http: //diagramcenter. org Talking Graphics: • • American printing House for the Blind: www. aph. org Talking tactile tablet: http: //www. touchgraphics. com Guidelines for making tactile graphics: • • Bana Tactile Graphics Guidelines: http: //brailleauthority. org/tg/index. html Tactile Graphics website: http: //www. tactilegraphics. org 24