1. 1 Proactive Approaches to Teaching Students with Disabilities: Universal Design for Instruction Presented by Kate Clark, UNO Disability Services Coordinator May 16, 2007

2. 2 Consider the nature of accommodation procedures and the problems it creates Define Universal Design for Learning (UDL) Review 8 general instructional methods that reflect the UDI approach Apply UDI and proactive approaches to: Testing Lectures & class activities Handouts & PowerPoint presentations Online & media components Avoid foreseeable accommodation problems Objectives

3. 3 Problems with the Current Accommodation Process Registered –Students may request accommodations at the last minute making implementation stressful and inconvenient –Individualized consideration is required by law, so course instructors don’t know what to expect Not registered –Some students are not registered with a disability but have significant needs –A student may expect flexibility because it was provided by previous instructors e.g. extra test time

4. 4 Universal Design for Instruction “The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember...”

5. 5 Wide Differences… Learning Disabilities Mobility Impairments Health Impairments Mental Health/Psychiatric Impairments Hearing Impairments Blindness Low Vision Other Impairments

6. 6 Universal Design for Instruction “…Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact.” (Research Connections, Number 5, Fall 1999, p. 2)

7. 7 Separate Goals from Methods Separate the “what” from the “how” “What” –Pinpoint the essential goals and outcomes of the course; these are the aspects that must be held constant for all students “How” –Knowing the real purpose of a goal helps determine where we can offer alternatives without removing or lowering standards

8. 8 Eight Instructional Methods 1.Class Climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. "Reasonable accommodations are provided for students who are registered with Disability Services and make their requests sufficiently in advance. For more information, contact Disability Services (EAB 117, Phone: 554-2872, TTY: 554-3799) or go to the website: www.unomaha.edu/disability."

9. 9 Eight Instructional Methods 2. Physical Access, Usability, and Safety. Assure that activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations. Examples: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users; label safety equipment simply, in large print, and in a location viewable from a variety of angles; repeat printed directions orally.

10. 10 Eight Instructional Methods 3.Delivery Methods. Use multiple accessible instructional methods. Example: Use multiple modes to deliver content and motivate and engage students- consider lectures, collaborative learning options, hands-on activities, Internet-based communications, and field work.

11. 11 Eight Instructional Methods 4. Information Resources. Assure that course materials, notes, and other information resources are flexible and accessible to all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the class begins and to allow adequate time to arrange for alternate formats, such as books on tape.

12. 12 Eight Instructional Methods 5. Interaction. Encourage effective interactions between students and between students and the instructor and assure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.

13. 13 Eight Instructional Methods 6. Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.

14. 14 Eight Instructional Methods 7. Assessment. Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly. Example: Assess group/cooperative performance as well as individual achievement.

15. 15 Eight Instructional Methods 8. Accommodation. Plan for accommodations for students for whom the instructional design does not meet their needs. Example: Know how to get materials in alternate formats, reschedule classroom locations, and arrange for other accommodations for students with disabilities.

16. 16 Exams, Tests & Quizzes Machine-scored answer sheets may not work for everyone Online exams may need to be in a different format for some students More frequent, but shorter exams with double- time built into schedule Establish testing procedures in the most concrete terms possible; take it at the same time? Tell them so; especially important if you have a no-makeup exam policy

17. 17 Assignments Written assignments; consider moving up the date to allow time for extensions Written assignments; extensions must be worked out on a case-by-case basis; if you cannot come to agreement consult DS Off-campus assignments; consider transportation issues that students may have; if the only extra credit option requires transportation it may not work; participating in groups outside of class difficult

18. 18 Lectures Clear class outlines and visual aids Clear descriptions of visual aids Consider allowing students to tape record lectures; include a tape-recording policy in your syllabus such as not changing tapes and batteries in the middle of class; and get permission from entire class Provide an outline or set of notes if you do not want the class tape recorded; save it in plain text format so that it can be converted to speech Make your own recordings and put on course homepage; tag the notes or audio files with copyright notices stating that they cannot be reproduced without your permission and are provided solely for the purpose of personal study

19. 19 In-Class Activities Reading aloud; can be a very humiliating experience for some—ask for volunteers Proofreading; access to printed text is problematic for some—let them take it home or read it before class In-class writing; some students need more time—again, let them take it home or do it prior to class or submit via e-mail Being called on; for a few, this produces great anxiety & can exacerbate some disabilities— ask those particular few to volunteer answers rather than be called on

20. 20 Handouts & PowerPoints Availability of course material before each class session Availability of course materials electronically –Screen readers –Word documents very accessible –Some PDF’s are not accessible

21. 21 Online & Media Components Demonstrate companion website tools during class; chapter objectives, end of chapter quizzes, key words, etc. Look at the content from the perspective of a student who is hard of hearing or has a vision impairment; at times, an alternate format is needed such as describing an animation or providing a PDF in word format –Audio files/Podcasts need transcripts –Videos need captions –Classroom Response System (Clickers) not fully accessible

22. 22 Early Accommodation Planning Include a statements about students with disabilities and in your syllabus –May include “physical, psychological, learning, and medical” Meet with students at the beginning of the semester; –write down the points you want to make about student responsibilities and the questions you need answered –don’t ask about the disability –chat to develop rapport –discuss and clarify each accommodation as needed –explain how student will be graded & test formats If student’s accommodation e-mail says “Books in an alternate format” or “Closed Captioning” contact DS as soon as possible

23. 23 Early Accommodation Planning “Learning contract” specifies how any testing or other accommodations would be implemented and specify due dates for written assignments; after that date the no-late-work policy in the syllabus would apply –Extra time for in-class writing assignments –Flexible due dates or attendance Make it as easy as possible for a student to know their grade in the course –Blackboard Offer a sufficient number of assignments prior to the drop date

24. 24 References Boyd, D. (2007) Teaching students with disabilities: A proactive approach. Association for Psychological Science Observer. 20 (2). Retrieved April, 24, 2007, from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2132. http://www.psychologicalscience.org/observer/getArticle.cfm?id=2132 Burgstahler, S. Universal Design of Instruction. Retrieved May, 9, 2007, from http://www.washington.edu/doit/Faculty/Strategies/Universal/. http://www.washington.edu/doit/Faculty/Strategies/Universal/ Rose, D.H. & Meyer, A. (2002) Teaching every student in the digital age: Universal design for learning. Association for Supervision & Curriculum Development. Retrieved on 4/24/2007 from http://www.cast.org/teachingeverystudent/ideas/tes. http://www.cast.org/teachingeverystudent/ideas/tes