Educational Services for Individuals with Exceptionalities Universal Design for Learning

Universal Design for Learning (UDL) Trends which fueled interest in UDL principles Changing Demographics Federal legislation Economic Trends Social Climate Changes

Universal Design for Learning (UDL) School reform issues being addressed in early 1980’s - goal was to reach high standards for all students Researchers and clinicians formed the Center for Applied Special Technology (CAST) Use of technology to improve educational outcomes Individualizing education using flexible methods and materials Research in curriculum planning, software development, state and national policy-making, teacher preparation and support, and education research Universal design is focused on integrating people with disabilities into the mainstream.

Universal Design for Learning (UDL) Universal design and barrier-free or accessible design Barrier-free design is focused on meeting accessibility standards such as the American With Disabilities Act Accessibility Guidelines.

Universal Design for Learning (UDL) Beneficiaries of universal design include: People in a noisy shopping mall who cannot hear a kiosk People who are driving their car who must operate their radio or phone without looking at it People who left their glasses in their room People who are getting older People with disabilities Almost anyone http://www.uky.edu/TLC/grants/uk_ed/udlhistory.html

Universal Design for Learning (UDL) Universal Design: Products & Environments For people of all ages and abilities, to allow for the greatest amount of access without the need for adaptation or specialized design. Universal design respects human diversity and promotes inclusion of all people. The intent of universal design is to simplify life for everyone by making products and environments more usable by as many people as possible at little or no extra cost. http://www.uky.edu/TLC/grants/uk_ed/udlhistory.html

Universal Design for Learning (UDL) Universal Design: 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. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. (Research Connections, Number 5, Fall 1999, p. 2, Council for Exceptional Children). http://www.uky.edu/TLC/grants/uk_ed/udlhistory.html

Principles of Universal Design Equitable use Flexibility in use Simple and intuitive Perceptible information Tolerance of error Low physical effort Size and space for approach and use (Connell et al., 1997) - http://www.ncset.org/topics/udl/faqs.asp?topic=18

Equitable Use Principle: "The design is useful and marketable to people with diverse abilities." Classroom Example: Students of all ability levels are appropriately challenged. Students with disabilities are neither segregated nor stigmatized, and privacy is respected. (Connell et al., 1997) - http://www.ncset.org/topics/udl/faqs.asp?topic=18

Flexibility in Use Principle: "The design accommodates a wide range of individual preferences and abilities." Classroom Example: Different learning styles are accommodated. Students can demonstrate knowledge through multiple means. Equipment allows left- or right-handed usage.

Simple and Intuitive Principle: "Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level." Classroom Example: Textbooks are available digitally and provide hot links to definitions of difficult words (click on the word and see a definition). Lab equipment has clearly labeled controls, with symbols as well as words.

Perceptible Information Principle: "The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities." Classroom Example: Students with sensory impairments can access materials in alternative formats. Texts are available in different formats and media; videos include captioning.

Tolerance for Error Principle: "The design minimizes hazards and the adverse consequences of accidental or unintended actions." Classroom Example: Students review each other’s work and make changes prior to grading. Computer programs offer hints to help students with difficult problems. Lab equipment is designed to minimize breakage.

Low Physical Effort Principle: "The design can be used efficiently and comfortably and with a minimum of fatigue." Classroom Example: Microscopes are connected to computer display screens. Lab equipment is physically easy to operate.

Size and Space for Approach and Use Principle: "Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility." Classroom Example: Classroom space is arranged to accommodate assistive devices and personal assistance. All students have a clear line of sight to the teacher and material being displayed.

UDL in Post-Secondary Education Learning disabilities - 45.7% Mobility or orthopedic impairments - 13.9% Health impairments - 11.6% Mental illness or emotional disturbance - 7.8% Hearing impairments - 5.6% Blindness and visual impairments - 4.4% Speech or language impairments - 0.9% Other impairments - 9.1% An Institutional Perspective on Students with Disabilities in Postsecondary Education, National Center for Educational Statistics, Postsecondary Education Quick Information System, August 1999 - http://www.washington.edu/doit/Faculty/Strategies/Disability/

Accommodations for Learning Disabilities Note-takers and/or audio-taped class sessions, captioned films Extra exam time, alternative testing arrangements Visual, aural, and tactile instructional demonstrations Computer with speech output, spellchecker, and grammar checker

Accommodations for Mobility Impairments Note-taker, lab assistant, group lab assignments. Classrooms, labs, and field trips in accessible locations. Adjustable tables, lab equipment located within reach. Class assignments made available in electronic format. Computer equipped with special input device (e.g., speech input, Morse code, alternative keyboard).

Accommodations for Health Impairments Note-taker or copy of another student's notes. Flexible attendance requirements and extra exam time. Assignments made available in electronic format, use of email to facilitate communication.

Accommodations for Mental Illness Note-taker, copy of another student's notes, or recording of lectures. Extended time on assignments and tests. A non-distracting, quiet setting for assignments and tests.

Accommodations for Hearing Loss Interpreter, real-time captioning, FM system, note-taker. Open or closed-captioned films, use of visual aids. Written assignments, lab instructions, demonstration summaries. Visual warning system for lab emergencies Use of electronic mail for class and private discussions

Accommodations for Blindness Audiotaped, Brailled or electronic-formatted lecture notes, handouts, and texts. Verbal descriptions of visual aids. Raised-line drawings and tactile models of graphic materials. Braille lab signs and equipment labels, auditory lab warning signals. Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers). Computer with optical character reader, speech output, Braille screen display and printer output

Accommodations for Low Vision Seating near front of class. Large print handouts, lab signs, and equipment labels. TV monitor connected to microscope to enlarge images. Class assignments made available in electronic format. Computer equipped to enlarge screen characters and images.

Accommodations for Other Impairments Extended time to complete tests or assignments. Note-takers. Tutors or other organizational supports. Reduced course loads.

In-Class Activity Disability types and academic activities - Students will work in assigned groups. Step 1 - Each group will read and discuss the assigned Disability Type and recommended accommodations. Step 2 - Groups will select one case study from the disability type to review and discuss appropriate accommodations Step 3 - Each group member will also select an Academic Activity that relates to their major area of study Step 4 - Each group will share findings with class.