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Implementing Universal Instructional Design: Resources for Faculty Presentation made at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu,

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Presentation on theme: "Implementing Universal Instructional Design: Resources for Faculty Presentation made at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu,"— Presentation transcript:

1 Implementing Universal Instructional Design: Resources for Faculty Presentation made at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI, March, 2006

2 Presenters: Jeanne L. Higbee, Dana B. Lundell, Heidi L. Barajas, Roberta (Bobbi) J. Cordano, Robert Copeland, A collaboration between General College and Disability Services, University of Minnesota, Minneapolis, MN 55455

3 Agenda: Why Universal Design (UD) & Universal Instructional Design (UID)? Beyond accommodation to inclusion (video clip on “Disclosure” from Uncertain Welcome) UID as a model for multicultural education Involving faculty in developing discipline- specific professional development resources for UD & UID: Why and how Resources for faculty members

4 Definition of Universal Design Universal Design is 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 Source: The Center for Universal Design (1997)

5 Not just “one size fits all...” Applied to higher education, the primary goal of Universal Design is to create inclusive, flexible, customizable products, courses, programs, activities, and environments.

6 Curb-Cuts

7 Accommodating individuals one at a time Universal Design: Barrier-free, fewer individual accommodations needed Universal Design Continuum Americans with Disabilities Act

8 Why Universal Design (UD) & Universal Instructional Design (UID)? Video clip from Uncertain Welcome (available streamed from CTAD Web site)

9 Academic Modification Requires Balance Between Rights of students with disabilities to equal access. College’s right to maintain academic and technical standards integral to its mission.

10 Universal Instructional Design Create a respectful learning environment Determine essential course components Establish clear expectations and feedback Develop natural supports for learning, including through use of technology Use multiple teaching strategies Provide multiple types of opportunities to demonstrate knowledge Encourage contact between students and faculty Source: North Carolina State University, 1997; based on Chickering & Gamson, 1987

11 Benefits of UID for Faculty and Staff Cost-effective Time-efficient Enhances student engagement in learning Reduces need for last-minute modifications to accommodate students with a variety of needs, including but not limited to students with disabilities

12 Challenges for Faculty and Staff Advance planning/time constraints Knowledge of available technologies Familiarity with local resources Administrative support (for tenure-track faculty, support particularly in the form of recognition for excellence in teaching and service as well as in research and publications as part of the tenure process)

13 Universal Design and Universal Instructional Design as Models for Multicultural Postsecondary Education

14 Defining Diversity “Diversity signifies the simple recognition of the existence of different social group identities.” Source: Miksch et al., 2003, p. 5

15 Inclusive Definition of Diversity race ethnicity socioeconomic class home language disability gender religion age sexual orientation recognition of multiple and intersecting social identities

16 Defining Multiculturalism “If diversity is an empirical condition..., multiculturalism names a particular posture towards this reality.” Source: Miksch et al., 2003, p. 6

17 The Importance of Broadening the Definitions of Diversity and Multiculturalism It is increasingly difficult to identify with a “single” identity (e.g., a person can identify as being Hmong, gay, and having a learning disability). Aspects of a person’s identity may emerge in response to environmental circumstances.

18 Principles of Universal Design for Multiculturalism Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005) The application of the principles of Universal Design to diversity and multiculturalism as developed here do not constitute or imply acceptance or endorsement from the Center for Universal Design of these applications.

19 UD for Multiculturalism Principle 1 Build barrier-free, welcoming environments with attention paid to attributes that include usability, diverse content, access to artwork and graphic design, and geographic location relative to function. Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

20 UD for Multiculturalism Principle 2 Create spaces and programs that foster a sense of community for all students, particularly students from underrepresented communities Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

21 UD for Multiculturalism Principle 3 Design accessible and appropriate physical environments that provide ease of use for people who use different modes of interacting or communicating and allow for confidential use based on the services, programs, or benefits being delivered. Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

22 UD for Multiculturalism Principle 4 Ensure that non-electronic information environments are accessible and appropriate so that information is delivered in formats (e.g., Braille, captioning, different languages) understandable by and easily usable by diverse users without requiring unnecceassary steps or “hoops” to jump through for completion. Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

23 UD for Multiculturalism Principle 5 Design and maintain Internet and other electronic environments to ensure accessibility and appropriate confidentiality or privacy for those who use various adaptive equipment, hardware, (that may vary in age and capacity), and software and for those that require or need confidentiality or privacy. Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

24 UD for Multiculturalism Principle 6 Create inclusive and respectful policies and programs that, from the beginning, take into consideration the diverse student and employee populations at the institution and provide natural and cognitive supports to ensure full utilization of programs by students and employees Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

25 UD for Multiculturalism Principle 7 Hire and develop personnel who understand, respect, and value the institution’s diverse community of students and employees. Copyright: Cordano, R. J., JD, & Mann Rinehart, P. (2005)

26 Resources for Faculty Pedagogy and Student Services for Institutional Transformation (PASS IT) Curriculum Transformation and Disability ( CTAD) Center for Research on Developmental Education and Urban Literacy ( CRDEUL)

27 PASS IT Current U.S. Department of Education grant, 2005-2008, # P333A050023 Online applications now being accepted for PASS IT Summer Institute, 8/2-4/06, for faculty, administrators, & student services Web site will be updated as new materials are developed

28 CTAD U.S. Department of Education grant, 1999- 2002, #P333A990015 Source for Workshop Facilitator’s Guide: Helping Postsecondary Faculty Make Their Classes More Accessible to All Students Source for Uncertain Welcome video

29 CRDEUL Affiliate for both CTAD and PASS IT Resource for Curriculum Transformation and Disability: Implementing Universal Design in Higher Education, 300+ page book downloadable in pdf format: Click on Publications, then Books

30 CTAD Book Contents: Creating Curb Cuts in the Classroom Developing the CTAD Workshop Model Perceptions of UID Community Colleges and UID Making a Statement (syllabus statements) Learning Communities and Universal Design (UD) Interpreting and Implementing UID in Basic Writing

31 Book Contents (cont.): Using Principles of UD in College Composition Courses Computer-Mediated Learning in Mathematics and UID UID in a Computer-Based Psychology Course Experiences in a College History Course UID in a Legal Studies Classroom Empowering Students With Severe Disabilities: A Case Study

32 Book Contents (cont.): Disability Services as a Resource The First-Year Experience Residential Living for All Implementing UD in Learning Centers UD in Counseling Center Service Areas UD and Technology Universally Accessible Web Tables Where Do We Go From Here? UD as a Model for Multicultural Education

33 Additional Handouts: Bibliography Legal Resources Web Sites Assistive Technologies PASS IT Summer Institute Information

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